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University of Maryland 
School of Medicine 

Course Catalog 

2005 - 2007 

Digitized by the Internet Archive 
in 2013 

The Oath of Hippocrates 

I do solemnly swear by that which I hold most sacred that I will be loyal to the profession of 
medicine and just and generous to its members. That I will lead my life and practice my art in 
uprightness and honor. That into whatsoever house I shall enter it shall be for the good of the 
sick to the utmost of my power. I hold myself aloof from wrong, from corruption, from the 
tempting of others to vice. That I will exercise my art solely for the cure of my patients, and will 
give no drug, perform no operation for a criminal purpose even if solicited, far less suggest it. 
That whatsoever I shall see or hear of the lives of men, which are not fitting to be spoken, I will 
keep inviolably secret. These things I do promise and in proportion as I am faithful to this my 
oath, may happiness and good repute be ever mine; the opposite if I shall be forsworn. 

University of Maryland School of Medicine 
University of Maryland Baltimore 
655 West Baltimore Street 
Baltimore, Maryland 21201-1559 

Admissions Office (410) 706-7478 

The University of Maryland Baltimore is an equal opportunity institution with respect to both 
education and employment. The University's policies, programs and activities conform to 
pertinent federal and state laws and regulations on nondiscrimination regarding race, color, 
religion, age, national origin, sex and handicap. 

The School of Medicine has the objective of securing a broad racial, sexual and ethnic balance in 
its enrollment. To achieve this objective it gives every consideration to minority student 

The University of Maryland Baltimore is accredited by the Middle States Association of 
Colleges and Schools. The School of Medicine is accredited by the Liaison Committee of 
Medical Education, the accrediting body for the Association of American Medical Colleges and 
the American Medical Association. 

Welcome From the Dean 

I am delighted to share with you the information in this catalog, which 

provides an overview of the University of Maryland School of Medicine 

and its educational programs. We are very proud of our students - a 

wonderfully diverse group from all over the world. The University of 

Maryland School of Medicine has a proud tradition of excellence 

beginning with our founding in 1807. Our dedicated and outstanding 

faculty, staff, and students continue this tradition today. 

I am please that you are interested in the School of Medicine and I invite 

you to learn all that you can about our school. If you still have 

questions, please call our Admissions Office at (410) 706-7478 or check 

our website at . 

Donald E. Wilson, MD, MACP 

Vice President for Medical Affairs & 

Dean, School of Medicine 

Table of Contents 


The University of Maryland Baltimore 








Community Service 


The Campus and Beyond 





Early Decision Program 


Applicant Selection Criteria 


Admissions to the First- Year Class 


Policy on Advanced Standing 



Determination of In-State Status 


Tuition and Fees 








Academic Standing 




Leave of Absence 


Required Equipment 


Financial Assistance 


University and Medical School Funds 




Loan Funds 


Outside Sources 





General Rules 


Grades and Promotion 


Equal Opportunity 


Unethical Conduct 


Graduation Rate 


Salary and Employment Information 


Prizes and Awards 


Graduation with Honors 


Professionalism in Medicine 





Curriculum at a Glance 


First & Second Years 


Third & Fourth Years 


Combined MD/PhD Program 


Office of Student Research 


Medical Student Research Day 


Graduate Programs 


Residencies & Fellowships 


Continuing Medical Education 



Office of Medical Education (OME) 


Health Sciences & Human Service Library 


Medical Alumni Association 44 

Affiliations 44 

The University of Maryland 45 

Medical Center (UMMC) 

VA Maryland Health Care System 48 

Area Health Education Center Program (AHEC) 48 


Office of Student Affairs 




Residency Planning 


White Coat Ceremony 


The Office of Student & Faculty Development 


Student Government 


Student Organizations 


Student Health Services 


Counseling Center 




Athletic Center 


Student Center 


Parking & Transportation 



Anatomy & Neurobiology 




Biochemistry & Molecular Biology 




Diagnostic Radiology & Nuclear Medicine 


Epidemiology & Preventive Medicine 


Family Medicine 


Medical Research & Technology 






Endocrinology, Diabetes & Nutrition 


Gastroenterology & Hepatology 


General Internal Medicine 


Geographic Medicine 




Hematology & Oncology 




Infectious Diseases 




Pulmonary & Critical Care Medicine 




Microbiology & Immunology 






Obstetrics, Gynecology & Reproductive 



Ophthalmology & Visual Sciences 




Otorinolaryngology - Head & Neck Surgery 






Pharmacology & Experimental Therapeutics 


Physical Therapy & Rehabilitation Science 







Radiation Oncology 




Emergency Medicine 


General Surgery 


Pediatric Surgery 


Plastic & Reconstructive Surgery 


Thoracic & Cardiovascular Surgery 






Vascular Surgery 



Program in Comparative Medicine 


Program in Complementary Medicine 


Program in Human Genetics 


Program in Neuroscience 


Program in Oncology 


Program in Trauma 



Center for Integrative Medicine 


Center for Research on Aging 


Center for Health Policy/Health Services 



Mucosal Biology Research Center 


Center for Vaccine Development 







Visiting Professorships 








Research Funds 


Unrestricted & Other Funds 


The John Beale Davidge Alliance 



University System of Maryland 




Board of Regents 


University of Maryland Baltimore 




Academic Deans 


School of Medicine 




Board of Visitors 


Department of Anatomy & Neurobiology 


Department of Anesthesiology 


Department of Biochemistry & 


Molecular Biology 

Department of Dermatology 


Department of Diagnostic Radiology 


& Nuclear Medicine 

Department of Epidemiology & Preventive 



Department of Family Medicine 


Department of Medical & Research 



Department of Medicine 


Department of Microbiology & Immunology 


Department of Neurology 


Department of Neurosurgery 


Department of Obstetrics, Gynecology & 


Reproductive Sciences 

Department of Ophthalmology- 


Department of Orthopaedics 


Department of Pathology 


Department of Pediatrics 


Department of Pharmacology & 


Experimental Therapeutics 

Department of Physical Therapy & 


Rehabilitation Science 

Department of Physiology 


Department of Psychiatry 


Department of Radiation Oncology 


Department of Surgery 



Rights & Responsibilities for Academic 166 


Faculty Rights & Responsibilities 166 

Student Rights & Responsibilities 166 

Institutional Responsibility 167 

Disclaimer 167 

Eligibility to Register 167 

Human Relations Code Summary 167 

Service to those with Infectious Diseases 168 

Confidentiality & Disclosure of Student 168 


Scheduling of Academic Assignments on 1 68 

Dates of Religious Observance 

Review of Alleged Arbitrary & Capricious 1 69 


Position on Acts of Violence & Extremism 169 

that are Racially, Ethnically, Religiously 

or Politically Motivated 

Student Right to Know & Campus Security 169 

Act Request 


Established in 1807, the University of Maryland School of Medicine is the fifth oldest - and first 
public - medical school in the United States. It is also the first to build its own teaching hospital 
and the first to institute a residency-training program. The School of Medicine is the founding 
school of the University of Maryland, and today it is an integral part of the 13 -campus University 
System of Maryland. On the University of Maryland Baltimore campus, the School of Medicine 
serves as the foundation for a large academic health center that combines medical education, 
biomedical research, patient care and community service. While its traditional excellence 
remains constant, the School of Medicine and its national reputation continue to grow. 

The School of Medicine boasts the oldest building in the Western hemisphere in 
continuous use for medical education, the meticulously restored Davidge Hall, built in 1812. 
Two major classroom and laboratory buildings, the fourteen-floor Bressler Research Building 
and the nine-floor Medical School Teaching Facility, were completed in the mid- 1 970s. The 
mid-rise Biomedical Research Facility was completed in late 1992. Health Sciences Facility I 
(HSFI), an interdisciplinary research and teaching facility, was completed in 1995. HSFI 
provides clinical and basic science departments and animal care facilities with approximately 
80,000 additional net square feet. HSFI also provides a much-needed connection from the 
Medical School Teaching Facility to Howard Hall and the Bressler Research Building. Health 
Sciences Facility II (HSFII), a 101,000 square foot state-of-the-art biomedical research facility, 
opened in 2003. This six-story research building houses laboratories, research offices and 
conference rooms. All but one major medical school research building is physically linked to the 
University of Maryland Medical Center and the Baltimore Veterans Affairs Medical Center. 

The University of Maryland campus in Baltimore continues to expand as well. The 137- 
bed Baltimore Veterans Affairs Medical Center, immediately adjacent and connected by bridge 
to the University of Maryland Medical Center, joined the campus in 1993. Gudelsky Tower, the 
new high-tech University Hospital patient tower opened in 1 994, and was followed in 1 995 by 
complete restructuring and enhancement of the two-block hospital facade and main lobby. In 
2002 the medical center opened the Harry and Jeanette Weinberg Building. The spacious 
380,000 square foot building includes the new surgical facility with 19 state-of-the-art operating 
rooms, called the "OR of the Future," adult and pediatric emergency departments, an expanded 
diagnostic imaging department, a cafeteria and food court, a chapel, a patient resource center to 
access health information and community resources, and an employee learning center. 

Completed in late 1995, the University of Maryland Biotechnology Institute's Medical 
Biotechnology Center occupies a 196,000 square foot facility. The center focuses on medical 
biotechnology research and training and serves as a catalyst for economic development in health 
related aspects of molecular biology and medical biotechnology at the basic, applied and clinical 
levels. The Health and Human Services Library opened in 1998; it provides cutting-edge service 
and amenities to its users and also serves as a Regional Medical Library of the National Library 
of Medicine. 

The University of Maryland Baltimore 

The University of Maryland Baltimore (UMB), is the founding campus of Maryland's public 
university system. It is a thriving center for education, patient care, research and community 
service. Seven graduate and professional schools — the Graduate School, the Dental School and 
Schools of Law, Medicine, Nursing, Pharmacy, and Social Work — together with the University 
of Maryland Medical System, R Adams Cowley Shock Trauma Center, the Baltimore Veterans 
Affairs Medical Center and the University of Maryland Biotechnology Institute's Medical 
Biotechnology Center — educate physicians, research scientists and many of the region's health 
care, law and social work practitioners. 

With $324 million in sponsored program support in FY03, UMB is one of the fastest 
growing biomedical research centers in the country. The University of Maryland Baltimore is 
ideally configured to maximize collaborative opportunities with government agencies in tackling 
complex health care, public policy and societal issues. Its location within the Baltimore- 
Washington- Aimapolis triangle — at the hub of one of the greatest concentrations of health care 
institutions, research facilities, government agencies and professional associations in the 
nation — offers a unique combination of strengths to comprehensively address regional problems 
with the resulting conclusions having the potential for global implications. Areas of 
multidisciplinary research, scholarship and community action include AIDS, aging, vaccine 
development, multiple sclerosis, schizophrenia, hypertension, lead poisoning, cancer, child abuse 
and homelessness, offering students a wide selection of field experiences. 

Partnerships among university components and with the University of Maryland Medical 
Center and the Baltimore Veterans Affairs Medical Center continually strengthen 
interdisciplinary research, education and service endeavors. 


The foundation of the School of Medicine dates back to 1789 with the organization of the 
Medical Society of Baltimore and Baltimore physicians' awareness that their numbers were 
decreasing following the Revolutionary War. Foreseeing a potential opportunity for charlatans 
to "practice" the art of medicine, founders of the medical society began to train prospective 
physicians in their own homes, offering instruction in anatomy, surgery and chemistry. Soon 
faced with strong citizen protest of anatomical dissection, the physician-teachers petitioned the 
Maryland State Legislature to establish a college of medicine on a firm basis and under the 
protection of the law. A charter incorporating the College of Medicine of Maryland was 
approved by the Maryland General Assembly on December 18, 1807. 

The fledgling College of Medicine of Maryland was in urgent need of a proper building, 
and a lottery was authorized — not to exceed $40,000 — to benefit the medical college's building 
fund. Over the next 15 years, seven more lotteries were authorized to benefit the school. 

Dr. John Beale Davidge, a native Marylander trained in Scotland, became the first dean 
and took the chair in surgery. His founding faculty were Dr. James Cocke (anatomy and 
physiology), Mr. James Shaw (chemistry) and Dr. Nathaniel Potter (theory and practice of 

medicine). From Col. John Eager Howard, a Revolutionary War hero and doctors' first 
anatomical theater in violent opposition to the dissection of human cadavers. 

From the school's very beginning there was strong emphasis on bedside teaching. The 
first class of seven received clinical instruction at the Baltimore Almshouse, a warehouse, a 
theater and infirmary for the poor. 

Completed in 1812, Davidge Hall was built by Robert Carey Long, Sr., and modeled after 
the Pantheon in Rome. The first classes were held in the new building in 1813, the same year the 
College of Medicine of Maryland became the University of Maryland. In addition to its two 
expansive circular amphitheaters constructed one atop the other, Davidge Hall was built with 
dissecting cubbyholes, secret stairways and hidden exits that afforded early students and their 
professors safe passage from angry mobs. It is said that the 1812 British bombardment of Fort 
McHenry was viewed from the veranda of Davidge Hall, while in the harbor a few miles away 
Francis Scott Key was writing the "Star Spangled Banner." Davidge Hall was meticulously 
renovated in the early 1980's and recognized as a National Historic Place. In 1998 it was 
designated a National Historic Landmark. 

The Baltimore Infirmary, forerunner of the University of Maryland Hospital, was built 
opposite Davidge Hall in 1823, on the site of the present Baltimore Student Union. It was the 
first hospital founded by a medical school for the express purpose of clinical instrucfion. It was 
also the site of the first intramural residency program established in the United States. Senior 
medical students lived in the hospital while helping to care for patients. The building was still in 
active use until 1973, when its clinics were moved into the newly constructed north- wing 
addition to the University of Maryland Hospital (circa 1934) and the old building razed. 

In curriculum development, the University of Maryland School of Medicine enjoys a 
long and proud tradition as an innovative leader. Maryland was the first school to recognize the 
value of the basic sciences. In 1800, Dr. John Crawford was the first to vaccinate Baltimoreans 
against smallpox. As early as 1810, he had presented evidence of the contagious character of 
tuberculosis. The gift of Dr. Crawford's personal library became the nucleus of Maryland's 
extensive medical library. 

In 1833 the school introduced the first preventive medicine course. The techniques of 
auscultation and percussion were taught at the School of Medicine for the first time in Baltimore 
as early as 1841, and in 1844 Dr. David Stewart, the first professor of pharmacy in the United 
States, initiated his lectures at Maryland. In 1848, Maryland became the first school to require 
anatomical dissection, followed six years later by the introduction of compulsory courses in 
gross and microscopic pathology. Compulsory courses in experimental physiology and 
microscopy were introduced six years later. A milestone in cancer research occurred in 1853, 
when Maryland's Dr. Francis Donaldson became the first person in America to advocate biopsy 
and microscopic diagnosis of malignancy. Maryland was the first to establish chairs in the 
diseases of women and children (1867) and diseases of the eye and ear (1873). 

Mergers with the Baltimore Medical College in 1913 and the College of Physicians and 
Surgeons in 1915 enabled the school to expand its clinical facilities and faculty. Early in the 
twentieth century, Drs. James Rowland and Louis Douglas initiated off-site obstetrical care and 
home delivery, prenatal clinics and an Rh blood-typing laboratory, significantly improving infant 
and maternal health. 

The School of Medicine has had its share of medical breakthroughs, including in more 
recent decades the first successful antibiotic treatment of Rocky Mountain spotted fever, the first 
cure for typhoid fever and the first laparoscopic ulcer surgery. In 1967, the school began one of 
the first formalized family practice residency programs in the country. In 1994, Maryland 
became the first medical school in the nation to integrate medical informatics into its curriculum. 

The R Adams Cowley Shock Trauma Center, which opened in 1961, serves as a 
worldwide model for emergency medical treatment. The University of Maryland Greenebaum 
Cancer Center is a strong participant in new drug development and research, and virtually every 
important drug used in oncology has been tested in this program. 

Today's University of Maryland School of Medicine is an exciting, vibrant institution 
where medical history continues to be written. 


The current medical student curriculum differs from more traditional curricula in several 
respects. During the first two years, the basic sciences are no longer taught as discipline-specific 
"courses" but are integrated and taught as "blocks," using interdisciplinary teaching with both 
basic and clinical science teachers. Lectures are limited to allow small group discussion and 
integration of basic material. Ample time is provided for independent study and the exploration 
of clinical and research opportunities outside of the classroom. Introduction to Clinical 
Medicine, which runs throughout the first two years includes areas such as Interviewing, 
Physical Diagnosis, Medical Ethics, Human Sexuality, and Health Economics. Third and fourth 
year of the medical student curriculum consist of clerkships, sub-internships, and electives 
designed to prepare the student to become an excellent clinician, as well as, introduce specialties 
across the spectrum of medicine. Particular emphasis is placed on competence in both inpatient 
and ambulatory settings and preparation for the first year of post-graduate training. 

The ties between the medical school and the hospital enrich and enhance both medical 
education and health care. All physicians practicing at the University of Maryland Medical 
System and at the Faculty Professional Building have School of Medicine faculty appointments. 
All faculty members actively participate in the educational process of medical students and 
residents. A complete range of medical specialties provides more than 600 postgraduate 
positions at the University of Maryland Medical Center and affiliated hospitals. The Medical 
System includes a 724-bed teaching hospital, the Greenebaum Cancer Center and R Adams 
Cowley Shock Trauma Center on campus, as well as the James Lawrence Keman and University 
Specialty Hospitals off campus. 

Medical care and education are further enhanced by the location of the Baltimore 
Veterans Affairs Medical Center on this campus in a state-of-the-art hospital adjacent to the 
School of Medicine and the University of Maryland Medical Center. Together, these facilities 
serve as the major clinical training sites as well as sources of comprehensive health care for the 
local community and the state. The school also has established clinical affiliations throughout 
the region, giving students unusual flexibility in clinical experiences. 

In an effort to nurture more interest in basic research and to meet the increasing demand 
for physician-scientists, the school offers a combined MD/PhD program in 1 medical 
disciplines and an MD/MS program in preventive medicine, and a new MD/MPH program. 
Although the schedule can be flexible, MD/PhD students typically complete the freshman and 
sophomore years of medical school, enroll as graduate students until PhD completion, and then 
begin their clinical clerkships. Combined MD/PhD degree studies can be completed within six 
to eight years. 

Medical students in the track leading to the MD/MS in preventive medicine may 
complete the dual-degree program in five years. The fifth year is counted as one year of 
preventive medicine residency training by the American Board of Preventive Medicine. The 
MD/MPH program is designed to be completed in five years, though especially well-prepared 
students may be able to complete the requirements for both degrees in four years. 

Graduate programs are offered at the master's and doctoral levels in the basic sciences. 
A baccalaureate program in medical and research technology is offered as well as a doctorate 
program in physical therapy, a master's program in genetic counseling and a number of 
interdisciplinary programs with both service and research components. 

Continuing education programs are sponsored for practicing physicians throughout the 

The School of Medicine offers students an excellent spectrum of resources and community 
experiences. Located along the Baltimore- Washington corridor, the school is in the midst of a 
great concentration of health care institutions, research centers, government agencies, 
professional associations, and a rapidly expanding biotechnology industry. 


The University of Maryland School of Medicine is one of the country's fastest growing research 
institutions, with total awards of $281 .2 million in FY04. According to the Association of 
American Medical Colleges (2002-2003) reporting research expenditures, the School of 
Medicine ranks 9th among public medical schools, and 20^*^ among all medical schools. Our 
clinical faculty continue to rank 4'*^ in research expenditures per faculty in public medical 
schools. And, among all 125 medical schools, we rank 6' . 

That funding, combined with our faculty's expertise and cutting-edge research, has produced 
some remarkable breakthroughs: 

2004 Discovered the precise timing code used by brain cells to process sensory information. 

This information about brain language can be used to develop new interventions for neurologic 

diseases and injuries. 

2004 Established the mechanism of masculinization of the brain, whereby signaling that 

molecules called protaglandins are necessary just before and after birth to hard wire the brain so 

that there is responsiveness to testosterone as adults. 

2004 Showed that a special kind of heart pacemaker combined with a defibrillator significantly 

reduced the risk of death and hospitalization in patients with severe heart failure. 

2004 Described the structure of anti-proliferative factor, a protein found in the urine of 95% of 

Interstitial Cystitis patients, and which may cause the disease. The disease affects about 1 

million people in the United State and causes bladder pain, frequent urination and other urinary 

tract symptoms. 

2004 Uncovered the mechanism whereby excess salt stimulates high blood pressure. The excess 

salt stiumulates the hormone ouabain which disables the sodium pump, causing sodium to 

accumulate in blood artery cells. 

2003 Discovered that Celiac Disease is much more common than previously thought and affects 

1 in 133 Americans. Affected individuals make an autoimmune response to the protein gluten 

which in turn causes gastrointestinal symptoms and nutritional problems. 

2003 Identified the molecular mechanism of the inherited human cardiac arrhythmia disease 

called long Q-T Syndrome Type 4. 

2003 Showed that 30-year old smallpox vaccine can be diluted many fold and still be effective, 

providing an immediate supply to be used in case of bioterrorist attack(s). 

2003 Determined that blood levels of the proteins troponin T and C-reactive protein measure the 

risk of silent heart disease in patients on kidney dialysis awaiting kidney transplantation. 

2003 University of Maryland Center for Vaccine Development is the first to advocate the safety 

of a new genetically engineered vaccine for anthrax. 

2003 School of Medicine physicians are among the first in the country to perform a new 

procedure involving a stent to treat brain aneurysms. 

2003 Physicians perform more kidney transplants than any other medical center in the United 


2002 University of Maryland Center for Vaccine Development research confirms the 

effectiveness of existing supply of smallpox vaccine, assuring protection for millions. 

2001 The School of Medicine receives a $20 million grant fi-om The Bill & Milinda Gates 

Foundation to develop a safe and effective measles vaccine for children in developing nations. 

2001 University of Maryland School of Medicine launches Mini-Med School - an annual series 

of free health classes for the community. 

2001 A leader in telemedice. The University of Maryland is the first in the nation to use 

sophisticated video and computer technology to assess a stroke patient in real time during an 

ambulance ride. 

2000 Discovered genetic biomarker for earlier diagnosis of esophageal cancer that may lead to 

better, more effective treatment. 

2000 Introduced Intensity Modulated Arc Therapy (IMAT), which delivers a higher, more 

uniform concentration of radiation that attacks tumors while sparing surrounding organs and 


2000 First to offer new treatment for inoperable liver cancer, TheraSphere, a therapy that uses 

microscopic glass beads to deliver radiation directly to tumors. 

2000 Discovered receptor in the brain tliat is key to understanding tlie blood-brain barrier — the 

nearly impenetrable interface between the bloodstream and the brain. 

1999 Performed more kidney transplants than any other medical center in the U.S., and became 

the second largest center for pancreas transplants. 

1996-2000 Performed the most laparoscopic kidney removals from living kidney donors in the 


1999 Developed first blood test to detect the enzyme telomerase, which can indicate the early 

spread of lung cancer. 

1999 Developed a successful blood cleansing procedure to enable people on kidney dialysis to 

receive a kidney transplant without fear of immediate rejection. 

1999 Discovered first clear link between autism and gastrointestinal disorders. 

In the last seven years the School has consistently produced more than 50 invention disclosures 
annually and over 1 1 5 patents since 1 999, establishing Maryland as a hub for life sciences 
activity in the region. Technologies developed at the School of Medicine have formed the basis 
for at least five Baltimore-area companies. 

Other research projects are examining how intervention can make a difference for inner 
city youngsters trying to avoid the perils of HIV infection, drug use and street violence and 
tracking how intensive outreach can keep trauma victims from becoming repeat shock trauma 

Community Service 

The School of Medicine's most important mission continues to remain the same after nearly two 
centuries: that of educating physicians to meet the health care needs of the people of Maryland 
and beyond. The School of Medicine is a vital part of the West Baltimore neighborhood in 
which it resides, and its faculty, staff and students are increasingly involved in activities that 
bring a better quality of life to its neighbors. 

Each year. School of Medicine students provide hundreds of thousands of hours of 
service in hospitals, clinics, homeless shelters and schools throughout the state. 

Program involvement includes: 

•S.T.O.P. AIDS — Student/Teacher Outreach Program — sends volunteer students into Baltimore 
City Public Schools to discuss HIV prevention. Thousands of West Baltimore elementary and 
middle school students have been taught about the disease's medical and social implications. 
•Domestic Violence Workshop — student volunteers sponsor a workshop that creates a 
heightened awareness of this complex problem and teaches future physicians how to spot the 
sometimes subtle signs of abuse. 

•Health Care and the Homeless Project — allows students to spend time at shelters such as South 
Baltimore Station, providing health care screening and education. 

Faculty members provide countless uncompensated hours of primary and preventive care 
to the residents of Baltimore through programs such as: 

•Baltimore Alliance for the Prevention and Control of Hypertension and Diabetes — brings all of 

the resources of the University of Maryland physician community together to promote 

accessible, comprehensive hypertension and diabetes education, prevention and treatment 

strategies within the Baltimore community, with emphasis on the underserved. 

•Focus on Kids — a community/university partnership that addresses the many issues, including 

HIV, drug use and violence facing pre-adolescents and adolescents. 

•Paquin Family Health Center — a school-based health center at Paquin High School, Baltimore 

City's school for pregnant young women and teen mothers. Primary, pre- and post-natal care 

and psychosocial support are provided for mother and child. 

The Campus and Beyond 

The School of Medicine is an integral part of one of the country's first centers for professional 
education and research. Its urban campus, shared with six other professional schools and the 
Health Sciences and Human Services Library, the University of Maryland Medical System, the 
University of Maryland Biotechnology Institute's Medical Biotechnology Center and the 
Baltimore Veterans Affairs Medical Center, also hosts the Hope Lodge and Baltimore Ronald 
McDonald House, both offering low cost housing and a home-atmosphere for adult and pediatric 
outpatients and their families receiving medical treatment in the Baltimore area. 

Opportunities abound for faculty and students to join with other health and human service 
professionals in interdisciplinary study, informal discourse and collaborative clinical practice and 
research, offering students a wide selection of field experiences. 

In addition to professional opportunities, Baltimore offers a stimulating environment in 
which to live and study. Baltimore residents enjoy the sophistication of a large metropolitan city 
combined with easy accessibility to surrounding beaches, mountains and rural areas. The many 
attractions and resources of Washington, D.C., are less than a one-hour drive fi-om Baltimore. 

Having been the setting for significant events in the history of our country and a 
renowned foreign-commerce seaport, Baltimore maintains a strong feeling of the past, typified 
by the many charming neighborhoods of restored houses and an abundance of historic 
monuments and buildings. Within easy walking distance of the campus is the nationally 
acclaimed Inner Harbor area where Harborplace, the National Aquarium, Maryland Science 
Center, and the Pier 6 Pavilion share the festival atmosphere of the harbor with hotels, shops and 
restaurants, water taxis, and pleasure and tour boats. Both restored and newly constructed 
townhouses and condominium complexes share the waterviews, excitement and atmosphere of 
downtown living. 

Warm weather months signal festival time in Baltimore with such annual offerings as 
Preakness Festival Week, Artscape, the Baltimore City Fair, the Flower Mart and the many 
ethnic festivals that celebrate the city's diverse populafions. As a cultural center, Bakimore has 
offerings to please the most discriminating tastes, including a world-class symphony orchestra, 
excellent museums and libraries, professional theater, ballet and opera. 

For sports fans Baltimore boasts a varied menu. Offerings include American League 
Baseball with the Orioles, professional football with the NFL Ravens, indoor soccer and ice 
hockey, NCAA and club lacrosse, horseracing and steeplechase and polo in the suburban 
counties. The home of the Baltimore Orioles, Oriole Park at Camden Yards, is but a two-block 
stroll from our campus, and the M & T Bank Stadium, home of the Super Bowl Champion 
Baltimore Ravens, is immediately adjacent to Camden Yards. There are numerous public golf 
courses in the city and surrounding counties, and the Baltimore harbor and nearby Chesapeake 
Bay offer unparalleled opportunities for boating, fishing and water sports. Gastronomy 
aficionados will delight in experiencing the seafood for which the region is famous. 



The University of Maryland School of Medicine is a participant in the American Medical 
College Application Service (AMCAS). Prospective students are invited to begin the application 
process by visiting the AMCAS Web site at or by writing 
directly to the Association of American Medical Colleges at 2450 N Street NW, Washington, DC 
20037-1 123. AMCAS application materials are ready for distribution about mid-May of the year 
in which an individual plans to submit an application to the School of Medicine. All requests for 
a place in the first year class must be initiated by an AMCAS application. 

For the School of Medicine, the AMCAS application is the first of a two-stage application 
process and must be submitted by November 1 . All applicants, residents and nonresidents alike, 
are invited to submit a direct application (Stage II) after the AMCAS application has been 
received by the Office of Admissions. A non-refundable application fee ($70.00), payable to the 
University of Maryland School of Medicine, is sent only with submission of the second stage 
application form. The second stage application must be received in the Office of Admissions by 
December 1 . 

The application forms, supporting credentials and letters of recommendation should be filed as 
early as possible in the application period. Letters of recommendation may be sent to the Office 
of Admissions prior to submission of the second stage application. The deadline for submission 
of letters of recommendation is January 15. 

The applicant must assume full responsibility for assuring that all required materials and the 
completed application packet are filed with and received by the Committee on Admissions. The 
applicant is expected to respond truthfully and completely to all questions on the AMCAS and 
School of Medicine application forms. An applicant who provides false or misleading 
information may be denied admission or, if enrolled before discovery of irregularity in the 
application process, maybe dismissed from the School of Medicine. 

Early Decision Program 

The University of Maryland School of Medicine has an Early Decision Program for applicants 
who are sure that their first choice of medical schools is the University of Maryland. The 

Committee on Admissions interviews selected early decision applicants and makes a decision on 
these students before considering the regular pool of applicants. By applying for early decision, 
the highly qualified applicant avoids having to make numerous other applications. Applicants 
with less competitive academic credentials, or those without the support of their premedical 
advisor, are discouraged from applying through this program. 

The early decision applicant must apply only to this school by the AMCAS deadline of August 1. 
Applicants must provide all supplementary information by September 1 . Interviews will take 
place at the medical school between mid- August and late September. No one will be accepted 
without an interview. If offered a place by this School, the applicant cannot apply elsewhere. 
All decisions for this program are made by October 1 . 

The Committee on Admissions can make one of three decisions for each early decision 
applicant: 1) acceptance; 2) rejection; or 3) placement into the regular applicant pool for review 
at a later time. Each applicant will be notified promptly of the Committee on Admissions' 
decision so that those not accepted through this program can apply elsewhere. 

Individuals who apply through the Early Decision Program cannot apply to any other medical 
school until they are notified that they have not been accepted through this program at the 
University of Maryland. 

Applicant Selection Criteria 

The University of Maryland School of Medicine can consider for admission only those students 
who are citizens or permanent residents of the United States and Canada. Occasionally, an 
applicant residing in the United States holds a visa permitting him or her to live in the United 
States indefinitely and to establish residency in one of the states. Applications are accepted from 
these individuals. Those individuals on a time-limited visa, such as a student visa, are not 
eligible for admission to the School of Medicine. Preference is given in the selection process to 
residents of the state of Maryland. However, the School of Medicine welcomes applications 
from individuals who reside throughout the United States and Canada. A significant number of 
non-resident applicants are invited to interview and are accepted to enter each freshman class. 
Diversity is highly valued in the educational process and applications are encouraged from 
individuals with non-traditional and disadvantaged backgrounds. The University of Maryland 
School of Medicine does not discriminate on the basis of race, sex, creed, religion, national 
origin, age or disability. 

Selection criteria have been developed by the faculty of the School of Medicine and are closely 
allied to the School's mission and goals. Academic achievement, extra curricular activities, 
personal characteristics, recommendations from the premedical committee or college instructors 
and scores on the Medical College Admissions Test (MCAT) are all considered in the 
Committee's evaluation of an applicant. Academic achievement and/or high MCAT scores do 
not in themselves guarantee acceptance to the School of Medicine. Of significant concern to the 
Committee on Admissions are the applicant's character, personality and potential to perform 
well as a medical student and as a future physician. Personal integrity, emotional maturity and 
stability, motivation, intellectual curiosity, empathy and concern for others, leadership skills, 


interests and activities outside the classroom, interpersonal communication skills and 
commitment to excellence are all carefully evaluated. Candidates for the MD degree must have 
the attitudes, knowledge and skills to function in a broad variety of interpersonal situations and 
to render a wide spectrum of patient care. Proficiency in both written and spoken English is 
required. Applicants are encouraged to review the School of Medicine's policy on Essential 
Requirements for Admission, Academic Advancement and Graduation. 

Applications may be rejected from both residents and non-residents without an interview. Those 
applicants who possess competitive academic credentials and the personal characteristics noted 
above may be invited to interview. The interview provides the candidate with an opportunity to 
discuss their personal history and motivation for a medical career as well as any aspect of their 
application that merits special attention or explanation. Candidates should be prepared to discuss 
any and all aspects of their application. Interviewers are trained to specifically evaluate an 
applicant's maturity, adequacy of support systems, level of confidence in their abilities, 
intellectual curiosity, communication skills, motivation for medicine, depth of involvement in 
extra curricular activities and professional bearing during the interview, among other factors. 
Applicants are expected to demonstrate excellent communication skills, to be enthusiastic and 
knowledgeable about a career in medicine and to conduct themselves in an appropriate fashion 
during the interview day. The interview evaluations are the last important factor considered by 
the members of the Committee on Admissions in their deliberations regarding each applicant's 
candidacy for admission. 

Admission to the First-Year Class 

The student should plan a four year undergraduate curriculum with a suitable arts or science 
major leading to a bachelor's degree. The Committee on Admissions encourages all applicants 
to pursue a course of study that is rigorous, scholarly and focused on areas that are intellectually 
challenging and interesting to the applicant. The Committee on Admissions seeks to admit 
students with diverse academic backgrounds. 

A minimum of 90 semester hours of acceptable college credit is required, exclusive of physical 
education and military science. Preference is given in the selection process to applicants who 
will have earned a bachelor's degree. Credit hours must be earned in colleges or universities 
whose names appear on the current list of Accredited Institutions of Higher Education as 
compiled by the National Committee of Regional Accrediting Agencies of the United States. 
The only courses accepted are those that are approved for credit towards a degree by the 
university or college attended. It is expected that preparation at a foreign college or university be 
supplemented by at least two years of course work in an approved university or college in the 
United States. 

Successful completion of the following courses and credits is required prior to matriculation at 
the School of Medicine: 


Course Semester Hours: 

Biological Sciences 


with lab 

General Chemistry 


with lab 

Organic Chemistry 


with lab 

General Physics 


with lab 



A grade of C or better is mandatory for all required courses. 

No more than 60 hours can be accepted from accredited junior colleges and then only if those 
credits are validated by a college offering a Bachelor of Arts or Science degree. Advanced 
placement credits for science courses taken in high school may be accepted if the applicant's 
college (which grants the bachelor's degree) has given college credit for those courses. Other 
exceptions may be granted at the discretion of the Committee on Admissions. 

Selected students who enter the School of Medicine from colleges that usually grant a 
baccalaureate degree after the successfril completion of the first year of medical school are 
responsible for: (1) providing a certificate from the college or university certifying eligibility for 
this degree; and (2) meeting all requirements of the School of Medicine for advancement to the 
second year. 

The MCAT must be taken no later than fall of the year preceding the desired year of entrance 
and must be taken within four years of the anticipated date of matriculation. Applications should 
write to MCAT Program Office, P.O. Box 4056, Iowa City, Iowa 52243 or visit their Web site at for further information and registration materials. 

A letter of recommendation from the undergraduate premedical committee or an officially 
designated premedical advisor is required. If the applicant's undergraduate college or university 
does not have a premedical committee or advisor, three letters of recommendation are required 
from faculty who have taught the applicant. Two of these letters must come from instructors 
who have taught the applicant in the sciences. Applicants who have earned advanced degrees or 
who have been out of school for a significant length of time should submit a letter of 
recommendation from each component of their education or work-related experience. Letters of 
recommendation should be submitted by individuals qualified to evaluate the applicant's 
accomplishments, productivity and character in an objective and critical manner. All letters of 
recommendation should be sent directly to the Committee on Admissions. Letters of 
recommendation are not to be sent to AMCAS. 

Each applicant's credentials are evaluated by the Committee on Admissions to determine if an 
interview is to be granted. All interviews are to be conducted at the University of Maryland 
School of Medicine. Interviews are scheduled in advance by invitation. Applications may be 
rejected from both residents and nonresidents without an interview. 


In its selection process, the Committee on Admissions must use the appHcant's residency status 
that is in effect on the last day applications can be received (December 1). The University of 
Maryland Baltimore Office of Records and Registration is responsible for all decisions regarding 
residency. All questions, complaints or appeals regarding residency status should be directed to 
that office: 621 W. Lombard Street, Baltimore, MD 21201-1575; 410-706-7480, not to the 
School of Medicine Office of Admissions. Nonresidents who matriculate at the School of 
Medicine should plan to maintain that status throughout the four years of medical school. 
Current standards for reclassification to in-state status are rigorous and make reclassification 

For further information regarding the admissions process at the University of Maryland School 
of Medicine the applicant is referred to the Office of Admissions Web site at . For information regarding the admissions process m general, 
the applicant is referred to a book entitled "Medical School Admissions Requirements", which 
can be obtained from: 

Association of American Medical Colleges 
Section for Publication Orders 
2450 N Street, N.W. 
Washington, DC 20037-1131 
Web Site: 

Policy on Advanced Standing 

Students who have attended a Liaison Committee on Medical Education (LCME) accredited 
medical school in the United States or Canada are eligible to file application for admission to the 
third year class only. Applications must be submitted between February 15 and May 1 of the 
desired year of admission. Applicants for advanced standing must meet all of the current first 
year entrance requirements and must present undergraduate credentials comparable to those of 
students in the third year class into which they are attempting to transfer. Applicants will be 
considered for transfer only if they have attended a medical school with a curriculum that is 
comparable to that offered at the University of Maryland School of Medicine. All applicants 
must pass Step I of the United States Medical Licensing Examination before they will be allowed 
to matriculate at the School of Medicine. Residents of Maryland will be given preference in the 
selection process. The number of transfers accepted will be limited by attrition. 

All applicants must furnish letters of recommendation from the dean and faculty of the medical 
school where they are currently enrolled. No student who has been dismissed from any medical 
school will be eligible for advanced standing unless his/her former dean submits a letter 
addressed to the Committee on Admissions confirming that the student has been reinstated in 
good standing and is eligible for promotion. No student can be considered who is not eligible for 
promotion at the time of transfer. 


Persons who already hold the degree of Doctor of Medicine cannot be admitted to the medical 
school as candidates for that degree from this University. Individuals whose graduate work has 
been in the fields of osteopathic medicine or podiatric medicine are not eligible for advanced 
standing. Individuals whose graduate work has been in the field of dentistry may apply for 
advanced standing through the Oral-Maxillofacial Surgery/MD Program. Information regarding 
the combined program can be obtained by writing to: 

Program Director 

Advanced Dental Education 

Office of Admissions and Students Affairs 

Baltimore College of Dental Surgery 

Room 4-A-22 

666 West Baltimore Street 

Baltimore, MD 21201 

Web Site: 


Determination of In-State Status 

An initial determination of in-state status for admission, tuition and charge-differential purposes 
will be made by the university at the time a student's application for admission is under 

Students/applicants who are currently classified as nonresidents are encouraged to review 
the Policy On Student Classification for Admission, Tuition and Charge-Differential Purposes. 
Copies of the policy are available online at , or at the 
Office of the Registrar, Suite 103, 1 1 1 S. Greene Street, Baltimore, MD, 21201, (410) 706-7481. 

Tuition and Fees (2004 - 2005 academic year) 

Per Semester Per Year 

Application Fee* $ X $ 50.00 

Tuition — In-State 



Tuition— Out-of-State 



Student Activities Fee 



Student Government Fee 



Supporting Facilities Fee 



Transportation Fee 



Technology Fee 



Hepatitis Vaccine (Fall— 1'' Year) 


TB Screening (Fall) 


Hospital Insurance (Individual) ** 767.50/1074.50 842.00 


Student Liability Insurance * * * 260.00 

Disability Insurance 15.00 20.30 

Dormitory Fee **** Contact Housing 

Graduation Fee — Seniors 545.00 

Laptop Computer— First Year 550.00 1,100.00 

Laptop Computer— Second Year 495.99 991.98 

(Billed for four semesters) 

Late Payment Fee 5% or $100.00 Maximum 

* An application fee of $50 should be submitted with the formal application to the School 

of Medicine. A partial tuition prepayment may be required before matriculation. 
** Hospital insurance is required of all full-time students. A brief outline of the student 
health insurance program is furnished to each student. Students with equivalent insurance 
coverage must provide proof of such coverage by September 15 for fall registration and by 
February 15 for spring registration to Student and Employee Health to obtain a hospital 
insurance waiver. Rates quoted are subject to change. Students are charged for five months, 
September through January, with their fall tuition and for seven months, February through 
August, with their spring tuition. 

*** Student liability (malpractice) insurance is required of all students. 
**** Rate based on 10-month year. Transient rates available for summer. 
NOTE: Costs are subject to change without prior notice. 


The application fee partially defrays the cost of processing applications for admission and 
enrollment data in the professional schools. These fees are not refundable. 

The tuition charges meet a portion of the costs for the educational program and 
supporting services. 

Student activities fees are used to meet the costs of various student activities, student 
publications and cultural programs. The Student Government Association, in cooperation with 
the Dean's Office, recommends expenditure of the fees collected. 

The supporting facilities fee is used in support of the expansion of various facilities on 
campus that are not funded or are partially funded through other sources. 

The transportation fee helps to expand and enhance parking and shuttle services. 

Graduation fees are charged to help defray costs involved with graduation and 

Tuition and fees are due prior to the first day of class or a late payment fee of 5 percent, 
not to exceed $100, will be automatically added to the bill. On or before the due date, an 
installment payment plan is available for a $10.00 administration fee to students with a balance 
over $500. The plan divides payments into three equal installments. The first installment along 


with the administration fee must be paid by the due date and the balance in two successive 30- 
day installments. The installment payment plan must be arranged in person in the student 
accounting office. 

All checks and money orders should be made payable to the University of Maryland for 
the exact amount of the actual bill. 

A service charge is assessed for dishonored checks returned unpaid by the bank. 

• For checks up to $24.99 — $5 service charge 

• For checks from $25 and up — $25 service charge 

Late registration fees defray the cost of special handling involved for those who do not complete 
their registration on the prescribed days. No diploma, certificate or transcript will be issued to a 
student until all financial obligations to the University have been satisfied. 

The University reserves the right to make such changes in fees and other charges as may 
be necessary. 


To attend classes at the University of Maryland, Baltimore campus it is necessary to process an 
official registration. All students are required to register each term in accordance with current 
registration procedures. Students with past due financial obligations will not be permitted to 
register for the next semester. Students who complete their registration after the deadline will 
be subject to a late registration fee. 

Courses taken concurrently with a University of Maryland, Baltimore registrafion at 
another campus or institution must have program approval in advance by the appropriate 
University of Maryland, Baltimore officials. Off-campus registration forms are available in each 
dean's office and in the Office of the Registrar. 

Although the University regularly mails bills to advance-registered students, it cannot 
assume responsibility of their receipt. If any student does not receive a bill prior to the beginning 
of a semester in which he or she has advance-registered, it is that student's responsibility to 
contact student accounting at 1 1 1 S. Greene Street, Suite 101 during normal business hours. 

Students who register and subsequently decide not to attend must notify the Office 
of Student Affairs prior to the first day of instruction. If this office has not received a 
request for cancellation by 5:00 p.m. of the last day before instruction begins, the 
university will assume the student plans to attend and accepts the financial obligation. 

After classes begin, students who wish to terminate their registration must contact the 
Office of Student Affairs. Students are liable for all charges applicable at the time of the 


If a satisfactory settlement or agreement for settlement is not made with the business 
office within 1 days after a payment is due, the student is automatically barred from attendance 
at classes and will forfeit the other privileges of the School of Medicine. 


Students who wish to leave the School of Medicine at any time during the academic year are 
required to file a letter of resignation with the dean. The student must satisfy the authorities that 
he or she has no outstanding obligations to the school and must return his or her student 
identification card. 

If the above procedures are not completed, the student will not be entitled to honorable 
dismissal and will forfeit the right to any refunds to which that student would otherwise be 
entitled. The date used in computing refunds is the date the Application for Withdrawal is 
signed by the dean. 

Academic Standing 

Students who voluntarily withdraw during an academic semester will be given no credit. 
Students are not permitted to resort to withdrawal in order to preclude current or impending 
failures. Their standing on withdrawal will be recorded at the Office of the Registrar. Students 
who withdraw from the medical school and later desire readmission must apply to the Committee 
on Admissions unless other arrangements have been made with the dean's written consent. 


Refund requests of students officially withdrawing from the school must be processed through 
the Office of Student Affairs. The amount of tuition and fees to be refunded to the student is 
dependent on time completed in the relevant semester. 

A. Students are eligible for refunds upon withdrawal according to the following schedule: 
•Withdrawal on or before the first scheduled day of class; 100% refund and cancellation of 

•Withdrawal after the first scheduled day or class through 10% of the semester — 90% refund. 
•Withdrawal after the first 10% through the first 25% of the semester — 50% refund. 
•Withdrawal after the first 25% through the first 50% of the semester — 25% refirnd. 
•Withdrawal after the first 50% of the semester — no refund. 

Schedules indicating the cut-off dates each semester for every level of refund will be 
made available by the Office of Student Accounts. 

B. Withdrawing students who received financial aid to pay for the tuition and fees assessed will 
have refunds returned to the aid program from which the charges were paid in the following 

Federal Unsubsidized Stafford Loan 
Federal Subsidized Stafford Loan 


Federal PLUS Loan 

Federal Perkins Loan 

Federal Pell Grant 

Federal Supplemental Education Opportunity Grant 

Institutional Loans, HPSL, etc. 

Maryland State Scholarship Programs 

Institutional Scholarship Programs 

Private Scholarship Programs 

• Refund amounts over and above those amounts repaid to the various aid programs will be 
returned to the student. 

• In calculating the return of federal financial aid, such return may cause a balance owed by 
the student to the University or to the student's lender. Any unpaid charges owed by the student 
as a result of the Title IV calculation will remain as the student's responsibility and will subject 
to collection. 

Additional Notes: 

•Aid that has been awarded and certified before the withdrawal date may be used to pay required 
tuition and fees, even if it has not yet been disbursed. 

•Federal financial aid recipients who cease to attend classes without officially withdrawing will 
have an unofficial withdrawal date determined for them by the financial aid office on a case-by- 
case basis, and that date will then be used in calculating the refund. 

Leaves of Absence 

Students who are in good standing may be granted a one-year leave of absence with permission 
fi-om the dean. Longer leaves can be arranged only under special circumstances with the 
exception of those students in the combined MD/PhD program. 

Required Equipment 

Dissecting Instruments 

At the beginning of the first year, all freshmen must possess a complete set of dissecting 
instruments similar to those on display at the campus bookstore. 

Laptop Computer 

Entering freshman will be required to purchase/lease a laptop computer from the University of 
Maryland. Information regarding specific system requirements and purchasing, leasing and 
financing options will be provided in June each year. Students are advised not to purchase a 
laptop computer outside the University. 


Microscopes will be provided by the medical school. 


Other Equipment 

By the second year, medical students are required to have an ophthalmoscope, otoscope, a blood 
pressure cuff and stethoscope. The estimated cost of these items, plus other essentials such as 
lab coats, is $400 to $450. 

Financial Assistance 

The School of Medicine's financial aid program is available to medical students who 
demonstrate financial need. Aid programs are centrally administered by the Office of Student 
Financial Aid, located at 1 11 S. Greene Street, Suite 104. To qualify for aid, students must apply 
annually and continue to meet certain eligibility requirements. To apply for financial aid, 
complete a Free Application for Federal Student Aid (FAFSA) and send it to the Federal 
Processing Center or apply online at . To obtain an application, call or visit 
the Office of Student Financial Aid. 

Student Financial Aid 

University of Maryland Balfimore 

1 1 1 S. Greene Street 

Suite 104 

Baltimore, Maryland 21201 



Aid packages often include a combination of loans, grants, scholarships and part-time 
employment designed to meet a student's needs. In addition to school resources, outside fiinding 
agencies make financial assistance available to qualified medical students. Priority filing date is 
March 15. 

Student assistance is awarded on the basis of demonstrated financial need. Eligibility for 
financial aid is dependent upon the student maintaining satisfactory academic progress. When 
determining the amount to be awarded, the following are considered: (1) income, assets and 
resources of the student; (2) support available to the student from non-university sources; and (3) 
the costs reasonably necessary for full-time attendance at the school. Some programs also 
consider income, assets and resources of the student's parents. 

University and Medical School Funds 

University Grants: Need-based grants awarded by Financial Aid Office. 

Dean's Scholarship: Funds provided by the School are awarded primarily to non-resident 

Medical Alumni Association: Literest-fi-ee loans are available to students on the basis of 
financial need. 


Private and Endowment Funds: From bequests and private donations, the School of Medicine has 
established private and endowment accounts to provide fellowships, scholarships and loans for 
students on the basis of their academic achievement and financial need. The amounts of these 
fellowships, scholarships and loans vary and are awarded on an annual basis in accordance with 
school policy. 

The availability of support from each of the funds listed below is dependent upon the income 
generated. Moreover, since many of the funds are governed by specific provisions set forth by 
the donors, awards must be made accordingly. 


APPM Auxiliary Scholarship 

Balder Scholarship Fund 

James E. Bond Memorial Fund 

Dr. Robert W. Buxton Scholarship 

Class of 1969 Scholarship Fund 

Percy M. Chaimson Scholarship Fund 

Israel and Cecilia E. Cohen Scholarship 

Dr. William H. Crim Scholarship 

Isaac C. Dickson Scholarship Fund 

Dodge Fund 

Marcia Thomas Duncan Medical Scholarship 

A. Lee Ellis Scholarship 

Arthur Wright Erskine Scholarship 

Dr. John E. Esnard Endowment 

Sharon Fox Scholarship 

Samuel Leon Frank Scholarship 

Milton Ginsberg Scholarship Fund 

Harry Gudelsky Fund 

Horace Bruce Hetrick Scholarship 

Margaret A. Hicks Scholarship 

Charles M. Hitchcock Scholarship 

Donald J. Hobart Scholarship 

G. D. Jackson Scholarship 

Leo Karlinski Scholarship 

Elsie Larrimore Scholarship 

Emmett and Ruth Light Scholarship 

Dr. Alex J. and Clara Maysels Scholarship 

Dr. James N. McCosh, Jr. Memorial Scholarship 

Nataro Family Scholarship Fund 

Frederick and Anne Nichols and Edwina Justin Fund 

Henry Rolando Scholarship Fund 

Morton and Elaine Schwartz Scholarship 

David Street Memorial Scholarship 

Dr. Charles Robert Thomas 

Michael Vinciquerra Trust Scholarship 


Clarence and Geneva Warfield Scholarship 
Walter N. Winters Scholarship 
Randolph Winslow Scholarship 
W. R. Winslow Residency Trust 
Henry Zoller, Jr. Scholarship 

Loan Funds 

Balder Foundation Fund 

Class of 1916 Memorial Loan Fund 

Class of 1 93 5 Student Loan Fund 

Jay W. Eaton Loan Fund 

Dr. Wetherbee Fort Loan Fund 

Gold- Steinberg Memorial Loan Fund 

Isaac Gutman Loan Fund 

Sean Peter Houlihan Memorial Fund 

Robert Wood Johnson Foundation Loan Fund 

W.K. Kellogg Loan Fund 

William and Sarah Kraut Loan Fund 

Michael H. Lipman Loan Fund 

Joseph Lipskey Loan Fund 

Jacob B. and Shirley K. Mandel Loan 

Drs. Charles W. and Kathleen R. McGrady Student Loan Fund 

Medical Alumni Association Student Loan Fund 

Edward and Lina Meirhoff Loan Fund 

Dr. William B. Rogers Student Loan Fund 

Jessie Smith Noyes Loan Fund 

Charles Pfizer Loan Fund 

Dr. F. Mason Sones Jr. Memorial Student Loan Fund 

Webster M. Strayer Loan Fund 

Jimmie Swartz Foundation Loan Fund 

Jay Whitman Memorial Student Loan Fund 

Outside Sources 

Central Scholarship Bureau offers interest-free loans in amounts up to $3,500 per year 
(maximum total of $8,000) to qualified Baltimore City and Baltimore County residents. 

Central Scholarship Bureau 

c/o #108 Bristol House Apartments 

4001 Clarks Lane 

Baltimore, Maryland 21215 


Primary Care Loans may equal tuition plus $2,500 annually. Interest accrual at 5 percent and 
principal payments are deferred until one year after graduation at which time both interest and 
principal payments begin. Both interest and principal may also be deferred for internships and 


residencies and for up to three years of service in the uniformed services (including National 
Health Service Corps) and the Peace Corps. Interest accrues from beginning of repayment 
period. Recipients must enter and complete a residency training program in primary health care 
no later than four years after graduation from the institution. Recipients must also practice 
primary health care until the loan is repaid in full and provide annual certification that they are 
practicing primary health care. Primary health care is defined as family medicine, general 
internal medicine, general pediatrics, preventive medicine or osteopathic general practice. 

Maryland residents may apply for Maryland State Scholarships by completing the FAFSA 
application. All applications must be received by March 1 . Senatorial and House of Delegates 
awards are available. Student may also apply for the Professional School Scholarship. 
Applications are provided through the Financial Aid Office. 

National Medical Fellowships are need-based awards to minority medical students. For further 
information and applications write: 

National Medical Fellowships 

250 West 57th Street 

New York, New York 10019 

Federal Work-Study Program provides jobs for students who need financial aid and who choose 
to earn part of their educational expenses. Jobs are arranged either on or off campus with a 
public or private nonprofit agency. Eligible students may be employed for as many as 20 hours 
per week. To be eligible for Federal Work-Study a student must apply for financial aid and 
demonstrate financial need. 

Federal Perkins Loans are made by the University to students. Students are awarded between 
$2000 - $6000 annually not to exceed the aggregate legal loan maximum of $30,000 (including 
undergraduate borrowing). The annual interest rate is 5 percent. Interest does not accrue until 
repayment begins. 

Federal Subsidized Stafford Loans (formerly Guaranteed Student Loans) are made by private 
lenders. The annual legal loan maximum for graduate students is $8,500. The aggregate loan 
limit is $65,500 including graduate and undergraduate debt. Current interest rate for new 
borrowers will be variable, but not higher than 8.25 percent. Interest does not accrue until 
repayment begins. Current in school interest rate is 2.77% 

Federal Unsubsidized Stafford Loans are made by private lenders. Medical students may borrow 
up to $30,000 a year with an aggregate limit of $179,000. The interest rate is variable and will 
be adjusted annually. Current rate is 2.77%. Interest will accrue on the loan from the date of 
disbursement and may be paid quarterly or annually, or may be capitalized. 

Alternative Loans are designed to meet the remaining student's eligibility after both Federal 
Subsidized and Unsubsidized Stafford Loans have been borrowed. Alternative loans are credit 
based. Students are strongly encouraged not to borrow this loan unless absolutely necessary. 


Federal regulations governing financial aid are subject to change, and it is suggested that 
interested applicants contact the Financial Aid Office to ensure having the most recent 



The University of Maryland, Baltimore is accredited by the Middle States Association of 
Colleges and Schools. The School of Medicine is accredited by the Liaison Committee on 
Medical Education, the accrediting body for the Association of American Medical Colleges and 
the American Medical Association. 

General Rules 

The University of Maryland School of Medicine authorities reserve the right to make 
changes in requirements for admission, curriculum, standards for advancement and graduation, 
fees and rules and regulations. 

• Matriculants are required to accept the provisions of the Judicial Board, as well as the 
school's Essential Requirements for Admission, Academic Advancement, and Graduation and 
agree to assume their obligations prior to registration. 

• Students who report for classes later than one week after the scheduled time will be 
permitted to begin work only by permission of the dean. Attendance at all scheduled classes is 

• Notice of change of address should be submitted promptly to the Office of Student 
Affairs and to the Office of the Registrar. 

All new students, whether they are admitted to the fu"st-year class or with advanced 
standing, are expected to attend an orientation for new students. 

Grades and Promotion 

Final grades for courses in all four years are recorded as follows unless otherwise specified by 
course director: 

A Excellent 

B Very Good 

C Satisfactory 

D Unsatisfactory — "D" grades are remediable only by examination or other appropriate 

remediation with a maximum grade of "C" possible on the portion of the course remediated. The 

final grade will be determined by the course director. 

F Fail — Requires repeat of the course or an approved equivalent. 

Inc Incomplete — This designation is used only when mitigating circumstances exist; e.g., 

illness or unavoidable absence has prevented the student from completing the course on time. It 

is to be viewed as a non-prejudicial entry on the student's record; the grade "Inc" remains on the 

official student transcript. 

An award of "Honors" is given to a student who receives a final grade of "A" and 
performs at a clearly outstanding level and/or who performs an additional scholarly effort. 
Specific criteria for honors are determined by the course director or course committee. 


Other grading policies by specific courses such as Pass/Fail grading are announced to the 
class at the beginning of the course. 

In addition to the final objective grade and the "Honors" category, the student's overall 
performance is evaluated subjectively. The new curriculum, with added small group activities 
and problem-based learning groups, allows for such assessment in the basic science years. 
Clinical years' activities are in small groups with close mentoring. A passing grade in any 
course may be contingent upon a certain level of attendance and participation above and beyond 
examination performance. Appropriate evaluation forms are designed for this purpose. 

Established rules for advancement and dismissal during all four years have been 
approved by the faculty and student body representatives of the School of Medicine. All 
regulations related to grading, advancement and dismissal are included in the Academic 
Handbook given to all entering students at orientation. 

The faculty reserves the right to determine whether a student may withdraw, repeat, 
advance or graduate on academic or moral and personal grounds, including traits of character. 

Equal Opportunity 

The University of Maryland Bahimore is actively committed to providing equal educational and 
employment opportunity in all of its programs. It is the goal of the University to assure that 
women and minorities are equitably represented among the faculty, staff and administration of 
the university, so that its work force reflects the diversity of Maryland's population. 

All employment policies and activities of the University of Maryland Baltimore shall be 
consistent with federal and state laws, regulations and executive orders on nondiscrimination on 
the basis of race, color, religion, age, ancestry or national origin, sex, sexual orientation, 
handicap, marital status and veteran status. Sexual harassment, as a form of sex discrimination, 
is prohibited among the work force of the university. 

Unethical Conduct 

In order to matriculate and/or graduate, students must be of good moral character, consistent with 
the licensure requirements of the state of Maryland for physicians, and must demonstrate 
character traits consistent with competent performance as a physician. The school reserves the 
right to dismiss or fail to graduate any student whose actions or overall academic performance, 
including clinical performance, do not demonstrate good moral character and ability to function 
effectively as a physician. Such action may be taken notwithstanding a student's compliance 
with standards for advancement and graduation set out in the School of Medicine grading policy. 

Graduation Rate 

The School of Medicine's graduation rate is 97%. This figure represents those students actively 
pursuing their MD degree. They do not include those students in the MD/PhD track (usually six 
years) or those students who are granted a year off to engage in research, etc. 


Salary and Employment Information 

A high percentage of graduates enter the practice of medicine after completion of residency 
training. There appears to be a moderate excess of physicians in some disciplines of medicine 
and in some geographic areas. However, the overall need for persons holding the MD degree is 
such that all graduates of the School of Medicine may expect a satisfactory income. 

Prizes and Awards 

American Medical Women's Association Scholarship Achievement Awards are presented to 
women students who graduate in the top 10% of their class, or, under the non-graded 
system, are honor graduates. 

The Elijah Adams Award for Excellence in Biological Chemistry is presented to the 
freshman medical student who has achieved an honors grade in the biochemistry and 
molecular biology course and has written a paper judged of the highest quality by the faculty 
of the department. 

The Wayne W. Babcock Award for Excellence in Surgery is awarded to a graduating senior 
for outstanding performance in surgery. 

The Balder Scholarship Award for Outstanding Academic Achievement is presented to the 
graduating senior with the highest academic record throughout the medical course. 
The Leslie B. Bamett Memorial Medical Student Research Fellowship is a competitive 
award to provide funding for a student to conduct research. 

The Eugene Sydney Bereston Award for Excellence in Dermatology is awarded to the 
graduate with outstanding accomplishments and interests in dermatology. 
The J. Edmund Bradley Award for Excellence in Pediatrics recognizes the graduate with both 
the leading academic record in pediatrics and the characteristics most admired in a 

The Eugene B. Brody Award for Excellence in Psychotherapy honors a graduate with 
outstanding skill in psychotherapy. 

The C. Jellef Carr Award for Excellence in Pharmacology is presented to the sophomore 
medical student who has achieved an honors grade in the medical pharmacology course and 
has written a paper judged of the highest quality by the faculty of the department. 
The Louis, Ida and Samuel Cohen Award for Personal Attributes of Scholarship, Ability and 
Compassion for Patients is presented to a graduate with superior scholarship and scientific 
knowledge of internal medicine and understanding and compassion for patients. 
The Dean's Award for Excellence in Research is presented to the graduating senior who has 
performed the most notable research during the course of the standard MD program. 
The Donaldson Prize for Excellence in Pathology honors the graduating senior who has 
demonstrated excellence in didactic and laboratory work in the discipline of pathology. 
The Louis Harriman Douglass Award for Excellence in Obstetrics and Gynecology 
recognizes the graduating senior with an outstanding academic record and a particular 
interest in obstetrics and gynecology. 

The Robley Dunglison Award for Excellence in Preventive Medicine honors the graduating 
student who has demonstrated outstanding competence in the fields of preventive medicine 
and public health. 


The Society for Academic Emergency Medicine Award for Excellence in Emergency 

Medicine recognizes the senior who has captured the essence of the ideal emergency 

physician by demonstrating high skill, equanimity and kindness in an environment which 

requires quick, clear thinking and action. 

The Faculty Gold Medal for Outstanding Qualifications for the Practice of Medicine honors a 

graduate with outstanding scholarly accomplishments and those qualities of humanity and 

dedication most desirable in a physician. 

The Jacob Finesinger Award for Excellence in Psychiatry honors the graduate who has 

demonstrated outstanding skills in general psychiatry. 

The Harlan I. Firminger Award for Excellence in General and Systemic Pathology is 

presented to the student with the highest performance in the sophomore pathology course. 

The A. Bradley Gaither Memorial Award for Excellence in Genito-Urinary Surgery 

recognizes the graduate who excelled during the senior clerkship in genito-urinary surgery. 

The Geriatrics and Gerontology Education and Research Program Award for Excellence in 

the field of aging recognizes a professional undergraduate or graduate student who has 

demonstrated outstanding interest and commitment to the care of older persons. 

The Dr. Sheldon E. Greisman Award is presented to the student whose performance in the 

first-year physiology course is deemed outstanding. 

The Dr. Jeremy Hallisey Prize awarded at commencement to graduating students pursuing a 

career in anesthesiology who best demonstrate the quality of compassion. Provided no 

graduating seniors pursuing a career in anesthesiology, the prize shall be awarded to 

graduating seniors pursuing a career in surgery who best demonstrates the quality of 


The William Alexander Hammond Award for Excellence in Neurology is awarded to the 

graduating senior with outstanding accomplishments in neurology. 

The Healthcare Foundation of New Jersey Humanism in Medicine Awards is given to a 

graduating senior who promotes the integration of humanism in the delivery of care to 

patients and their families. 

The Dr. Martin Helrich Prize for Excellence in Anesthesiology recognizes the graduate with 

the highest academic distinction during the senior clerkship in anesthesiology. 

The Dr. Leonard M. Hummel Memorial Award for Excellence in Internal Medicine honors a 

graduate with outstanding qualifications in internal medicine. 

The William D. Kaplan, MD award is presented to a graduating senior who best combines 

humanism with the clinical study of medicine. 

The Edward J. Kowalewski Award for Excellence in Education and Training in Family 

Practice is presented to the fourth-year student who has demonstrated special interest and 

high academic achievement in family practice. 

The Abraham Lilienfeld Award in Epidemiology and Biostatistics is awarded to the 

graduating student with an outstanding performance in the courses given by the department 

in the first two years of medical school. 

The William H. Mosberg, Jr., MD Award for Neurosurgery is awarded at commencement to 

a student who demonstrates academic excellence as well as personal distinction. 

The Dr. I. Earl Pass Memorial Award for Exceptional Proficiency in Internal Medicine 

recognizes a member of the graduating class with an outstanding performance in medicine. 

The Dr. Milton S. Sacks Award in Hematology is awarded to the graduate with the most 

distinguished record in hematology. 


The Society for Academic Emergency Medicine Award for Excellence in Emergency 

Medicine is given to the senior medical student who has captured the essence of the ideal 

emergency physician by demonstrating high skill, equanimity, and kindness in an 

environment which requires quick, clear thinking and action. 

The Student National Medical Association Service Award is presented to the graduating 

senior who has demonstrated leadership in the Student National Medical Association and 

made outstanding contributions to the minority community. 

The Summa, Magna and Cum Laude Awards of Honor are presented to those candidates for 

graduation who have exhibited outstanding qualifications for the practice of medicine during 

their four academic years. 

' The Uhlenhuth Award for Excellence in the Anatomical Sciences is awarded in recognition 
of the graduate with the highest academic record in the anatomical sciences. 
The Rudolf Virchow Award for Research in Pathology is awarded to graduates who have 
made outstanding contributions to research in the field of pathology. 

• The Joseph E. Whitley Award is given for academic excellence in radiology. 

The Hans R. Wilhelmsen Prize for Outstanding Achievement in Surgery is awarded to the 

graduate with the highest academic record in surgery. 

The Charles L. Wisseman Jr., Award for Excellence in Microbiology and Immunology is 

presented to the student with the highest academic record in microbiology. 

The Theodore E. Woodward Prize in Internal Medicine is the highest award in internal 

medicine. It is presented to the graduate who has an excellent academic record in the 

discipline of internal medicine and has displayed the attributes of compassion and dedication 

in the care of patients. 

► The Theodore E. Woodward Award in Physical Diagnosis is awarded at commencement to 
the graduate whose sophomore performance in physical diagnosis best exemplified the 
desirable combination of factual information, clinical skills and humanity, and characteristics 
of an accomplished physician. 

The Marshall L. Rennels Award for Excellence in Neuroscience is awarded in recognition of the 
graduate with the most distinguished accomplishments in neuroscience and who best exemplifies 
the character and scholarship of Dr. Marshall L. Rennels, Professor of Anatomy and 
Neurobiology, one of the most decorated teachers in the history of the school. 

Graduation with Honors 

Grade point averages (GPA's) are computed in this medical school for two purposes only: 
nomination of students for election to Alpha Omega Alpha Honor Society (AOA) and for 
determination of commencement honors. GPA's are not made public or reported to residency 
programs, although general levels of class standing are reported to residency programs as are 
evaluations of professional behavior. The GPA is calculated on a scale of l-to-5 with 1 = C, 3 = 
B and 5 = A. The third year is given a somewhat higher weighting than the first two years for 
purposes of determining commencement honors. Although grades of honors are not computed 
into the GPA, students must have a minimum number of honors grades on their transcript in 
order to be eligible for graduation with honors. Grades from courses taken during the senior year 
are not counted numerically in determination of graduation honors. 


Professionalism in Medicine 

As changes in our nation's healthcare and healthcare delivery systems continue to occur, 
professionalism in medicine is increasingly debated. There are some who say that physicians are 
losing their professionalism in our highly technical and managed care environment. Medicine 
has gone through a dramatic transformation over the last four decades; science has raced ahead 
with astonishing speed to close in on some of the fundamental mysteries of life. 

With the advancement of technology and changing market forces, medicine has become 
complicated and somewhat institutionalized. The health care marketplace is pressuring 
physicians to cut costs, increase productivity and support the bottom line. The primacy of the 
patient-physician relationship is being sorely tested. We will emphasize the importance of 
professionalism in our medical school curriculum to ensure that all students understand 
professionalism and accept its obligations. Developing effective physician/patient relationships 
will become of paramount importance. Now we even struggle with definitions of what is a 
profession? James M. Gustafson described a profession as follows: 

• A profession is characterized by master>^ of an extensive body of technical knowledge and 
concepts or theories that explain that knowledge and guide its applications to different 

• Professions are institutionalized, and thus there are many social controls over professional 
activity, and, 

• Professions are service oriented. They exist to meet particular human needs of individuals and 

One of Abraham Flexner's concepts of professionalism, paraphrased by Dr. Richard Foa 
was "profession will tend to exist or 'be contrived' to achieve societally defined goals rather that 
to serve the self-interests of its members. Professions are to be 'increasingly altruistic in 

Students must be prepared to deal with all the competing forces of a rapidly changing 
health care system, and demonstrate the qualities of professionalism during medical school and 
throughout their careers. It must be clear that we are committed to the best outcome for the 
patient. Each student must be constantly on guard to protect, defend and advocate for pafients. 
The common ground on which all physicians must stand is that the needs of our patients must 
come first and foremost. 

Each year the School of Medicine holds a White Coat Ceremony, where first-year 
medical students receive their white coats, as a symbol marking the beginning of their new role 
as a medical healer and emphasizing the responsibility they are accepting for the care and 
healing of patients. We constantly re-enforce the importance of professionalism, and remind 
ourselves that as physicians we are granted extraordinary powers by patients and by society. 


Broadly stated, the educational objectives of the School of Medicine are: 

• To educate students intensively and broadly in the clinical and scientific aspects of medicine. 
To prepare students to engage in a lifetime of learning in order that they may successfully 
adapt to a changing world. 
To achieve a high level of professional competence and social awareness. 


• To provide opportunities for students at every level of training to pursue areas of special 
interest for intellectual stimulation and/or career advancement. 

• To encourage the development of highly competent primary care physicians, clinical 
specialists and scholars in basic and clinical research, teaching, and academic administration. 


First and Second Years: The freshman year begins with a nine-day introduction that includes 
orientation, informatics and the start of the Introduction to Clinical Medicine course. This initial 
time is spent getting the students comfortable in the role of medical student and beginning the 
process of becoming a physician. ICM as the course is known continues throughout the first two 
years of medical school and includes such topics as Human Sexuality, Interviewing, Physical 
Diagnosis, Medical Ethics, and Medical Economics. The initial introductory period is followed 
by a nine-week block on "Structure and Development," which offers a comprehensive overview 
on the morphological and developmental organization of the body, including the traditional 
disciplines of anatomy, histology, and embryology, behavior in the prevention, incidence, 
Following this, a nine-week block, "Cell and Molecular Biology," presents the fundamentals of 
biochemistry, cell biology, molecular biology and human genetics and correlates them with 
clinical issues. Functional Systems, which includes the major principles of human physiology 
and the clinical correlations of these, follows for ten weeks with six weeks of Neuroscience 
completing the first year. Neuroscience covers both structural and functional aspects of the 
nervous system. 

The integrated curriculum continues in the second year when sophomore students take 
three blocks which include Host Defenses and Infectious Diseases (10 weeks) and 
Pathophysiology and Therapeutics I and II (for a total of 24 weeks). Pathophysiology and 
Therapeutics, organized by body systems, contains neuroscience and psychiatry, cardiovascular, 
gastrointestinal, reproductive, pulmonary, renal, endocrine, neoplasia, locomotive and 
hemopoietic sections. The sophomore year is characterized again by two hours of lecture per 
day, and two hours of small group or laboratory per day. Introduction to Clinical Medicine 
continues with a primary focus on Physical Diagnosis. Passage of Step I of the United States 
Medical Licensure Examination is required for proceeding to the clinical years. 

Third and Fourth Years: The two clinical years are viewed as a single unit with the student 
assuming progressive responsibility for patient care. The clinical experience consists of the 
following clerkships: Medicine (12 weeks). Surgery (12 weeks). Family Medicine (4 weeks). 
Obstetrics, Gynecology and Reproductive Sciences (6 weeks), Pediatrics (6 weeks). Psychiatry 
(4 weeks). Neurology (4 weeks). As noted, students take all of these rotations according to 
individual schedules. The sum of these experiences provides a 48-week introduction to clinical 
science. Students are evaluated based on clinical performance and end-of-clerkship 
examinations. Approximately one third of the third year is spent in ambulatory care settings. 

The 32-week fourth year that follows includes four four-week electives. The student may 
take a maximum of eight weeks of electives off-campus. Eight weeks must be spent in student 
sub-internships in one of four clinical fields: medicine, surgery, pediatrics or family practice. 
Here the student has an opportunity for direct, primary patient care responsibility over a 


prolonged period of time. These rotations are offered at the University of Maryland Medical 
System and in approved affiliated hospitals. The third component of the fourth year is a 
consecutive eight- week experience in an ambulator>' setting. The ambulatory rotation is 
designed to be completed in a rural or underserved area supplemented by teaching in preventive 

The 80-week combined clinical years program provides a strong grounding in clinical 
science with a progressive opportunity for primary patient care responsibility. The curriculum is 
designed to prepare the medical student for the increasing responsibility demanded by the 
specialty residency programs throughout the country. 

The Curriculum Coordinating Committee, composed of course and clerkship leaders, key 
faculty educators and student body representatives, has the responsibility of regularly monitoring 
and reviewing the curriculum and recommending changes deemed appropriate. 

Curriculum at a Glance 

Curriculum Organization 
Year I 37 weeks 



Informatics, Introduction to Clinical Medicine 


(49 days) 

Participating departments/divisions: Anatomy and Neurobiology, Surgery, Diagnostic 

Areas of study: Human gross anatomy, embryology and histology 

(44 days) 

Participating departments/divisions: Biochemistry and Molecular Biology, Medicine, 
Human Genetics, Anatomy and Neurobiology, Pharmacology and Experimental Therapeutics, 
Cancer Center 

Areas of Study: Protein structure and function, cellular metabolic pathways, cell signal 
transduction, cell microanatomy, human genetics, molecular biology 

Year I (continued) COURSE TITLE 

(49 days) 

Participating departments/divisions: Anesthesiology, Internal Medicine, Neurology, 
Obstetrics, Gynecology and Reproductive Sciences, Pediatrics, Physiology, Surgery 


Areas of study: Cell, cardiovascular, endocrine, gastrointestinal, renal, respiratory and 
integrative function 

(29 day) 

Participating departments/divisions: Anatomy and Neurobiology, Biochemistry and 
Molecular Biology, Neurology, Physiology, Surgery 

Areas of Study: Development, structure and function of nervous tissues, anatomical 
organization of CNS, sensory and motor systems, higher functions, concepts in clinical 

(1/2 day per week and selected full days throughout the year) 

Participating departments/divisions: Family Medicine, Pediatrics, Psychiatry, Internal 
Medicine, Surgery, Neurology, Surgery, Obstetrics/Gynecology, Emergency Medicine 

Areas of study: Ethics, nutrition, intimate human behavior, interviewing and physical 
diagnosis issues, topics relevant to delivery of primary care, doctor-patient relationship 

Year II 

(52 days) 

Participating departments/divisions: Epidemiology and Preventive Medicine, Medicine, 
Microbiology and Immunology, Pathology, Pediatrics, Pharmacology and Experimental 

Areas of Study: Immunology, bacteriology, virology, parasitology, mycology 

(108 days) 

Participating departments/divisions: Anesthesiology, Cancer Center, Dermatology, 
Diagnostic Radiology, Epidemiology and Preventive Medicine, Medicine, Neurology, 
Obstetrics, Gynecology and Reproductive Sciences, Pathology, Pediatrics, Pharmacology and 
Experimental Therapeutics, Psychiatry, Surgery 

Areas of study: Bone, cardiovascular, dermatology, endocrine, gastroenterology, 
hematology, nervous, pulmonary, renal and reproductive systems 

(1/2 day per week and selected full days throughout the year) 


Participating departments/divisions: Medicine, Family Medicine, Pediatrics, Psychiatry, 
Neurology, Ophthalmology, Obstetrics, Gynecology and Reproductive Sciences 

Areas of Study: Fundamental aspects of history-taking and physical examination, medical 
ethics, medical economics 

Year III 48 weeks 


12 weeks Internal Medicine 

12 weeks Surgery/Surgical Subspecialty 

4 weeks Family Medicine Clerkship 

6 weeks OB/GYN Clerkship 

6 weeks Pediatrics Clerkship 

4 weeks Psychiatry Clerkship 

4 weeks Neurology Clerkship 

Year IV 32 weeks (tentative schedule) 


8 weeks AHEC 

8 weeks Sub-Internship 

16 weeks Electives 

Combined MD/PhD Program 

Training for Medical Scientists of the Future 

In modem medicine the battleground for the fight against many diseases is found at the 
molecular level, on the surface or interior of cells or in the DNA of the human genome. Other 
important health problems involve complex studies of large populations within our society. 
Research into the mechanisms of human disease and the factors that maintain and restore human 
health requires investigators with interests and training in both basic science and clinical 

The goal of the combined MD/PhD Program is to train medical scientists who will 
become leaders in medical research. To achieve this goal, a flexible program of combined 
medical and scientific training is provided for students of superior academic and research 

Research Environment 

The MD/PhD Program capitalizes on the wide range of basic and clinical science training 
opportunities that are available on the rapidly expanding campus of the University of Maryland 
Baltimore. The program offers PhD degrees in many disciplines including: Anatomy, 
Biochemistry, Epidemiology and Preventive Medicine, Human Genetics, Microbiology and 
Immunology, Molecular and Cell Biology, Neuroscience, Pathology, Pharmacology and 
Experimental Therapeutics, Physiology and Toxicology. In addition, doctoral training is offered 
through interdisciplinary training programs including Neurosciences, Membrane Biology, 
Muscle Biology, Reproductive Endocrinology, and Toxicology - all supported by the National 
Institutes of Health. A unique strength of the program includes research centers that provide 


outstanding research opportunities for clinical investigators, such as: Center for Vaccine 
Development, Cancer Center, Institute of Human Virology, Center for Fluorescence 
Spectroscopy, Nuclear Magnetic Resonance Facility, Environment and Human Health Research 
Center and the Maryland Biotechnology Institute. Thus, there is an extraordinary range of high 
quality research programs available to the MD/PhD students. 

Program Requirements and Schedule 

Requirements for the combined MD and PhD degrees are equivalent to those of the separate 
degrees of the Doctor of Medicine (School of Medicine) and the Doctor of Philosophy (Graduate 
School). The dual degree program can be completed within six-to eight-years. 

Although the schedule of training can be flexible, entering students typically complete 
the two preclinical years as medical students prior to enrolling as full time graduate students. 
During this initial period the MD/PhD students normally use the pre- and post-freshman 
summers for research rotations in laboratories of their choice. In addition, during the first year 
there is an extensive orientation program which provides a detailed view of the diverse research 
opportunities available. The research rotations and orientation are designed to facilitate the 
choice of a thesis advisor. 

After completion of the pre-clinical years, MD/PhD students enroll for two-to four-years 
in the PhD program of their choice. During this time they take required graduate courses and 
complete their dissertation research. Subsequently, students begin the final two years of their 
medical training which takes the form of a series of clinical clerkships. This program schedule is 
a general one. A student may complete the combined degree in a different sequence based on an 
alternative plan developed in consultation with the advisory committee. 

Financial Support During MD/PhD Training 

All students admitted into the program are awarded a waiver of tuition at the level of a Maryland 
resident during the medical school years. Supplemental support is available to pay out-of-state 
tuitions for a limited number of outstanding non-resident students. During the graduate school 
years stipends and tuition remission are awarded to all students through graduate programs and 
PhD mentors. A limited number of applicants may also qualify for supplemental funds through 
the Outstanding Scholars Program which provides a stipend for the medical school years as well. 
Students are selected for the Outstanding Scholars Program based on their record of achievement 
and potential for ftiture development. For current information on stipends, contact the program 

Application Process 

The MD/PhD Program is open to all qualified applicants, regardless of state residence. 
Applicants to the program are required to meet the admissions requirements of the School of 
Medicine. Applicants complete and file an AMCAS application, choosing the University of 
Maryland as one of the schools to receive the application. The secondary application package 
includes an MD/PhD Program supplemental form which must be completed and returned with 
the secondary application. Criteria for admission include MCAT scores, the 
undergraduate/graduate academic records, letters of recommendation and, very importantly, 
research experience. Applicants are selected for interviews based on the above criteria. 


Prospective students are interviewed for the MD/PhD Program and the School of Medicine 
during an initial one-day visit to the campus. Admission to the MD/PhD Program is determined 
by the MD/PhD Advisory Committee in consultation with the medical school admissions 

For further information, including details of the specific PhD programs, contact: 

Terry B. Rogers, PhD 

Director, MD/PhD Program 

Room 1 -005 Bressler Research Building 

655 W. Baltimore Street 

Baltmiore,MD 21201 


Office of Student Research 

The Office of Student Research (OSR) provides opportunities for students from high school 
through medical school to consider the possibility of graduate school, a career in the health 
professions and/or academic medicine and of specifically increasing the number of imder- 
represented minority (African American, Native Americans, mainland Puerto Rican and Mexican 
American) students and faculty in those professions. In addition, the office coordinates outreach 
programs to K-12 schools. Medical students are encouraged to become involved in biomedical 
investigations through participation in supervised basic and clinical research projects offered by 
School of Medicine faculty through the Office of Student Research. The programs are supported 
jointly by training grants from the National Institutes of Health and National Science Foimdation 
as well as the financial assistance of the Office of the Dean. The faculty and administration of 
the School of Medicine are committed to the training of physician-scientists through the OSR's 
programs and strives to enhance the connection between the treatment of patients and the 
scientific investigations that enable patient care to advance. The physician-scientist who bridges 
both basic and clinical sciences and clinical practice is therefore in an ideal position to translate 
research into clinical application and patient problems into laboratory investigation. 

Research is conducted in virtually all major areas of biomedical/behavioral interest at the 
School of Medicine. These include, but are not limited to behavior, cardiovascular disease, 
endocrinology, environmental health, epidemiology, health disparities, infectious diseases, 
immunology, neuroscience, oncology, pharmacology, pulmonary disease, toxicology and 
virology. Traineeships are awarded on a competitive basis for lO-to-12 weeks of full-time 
participation with stipends based on current NRSA guidelines. These experiences are available to 
incoming medical students during the summer before their freshman year, and to medical 
students generally during the summer after their freshman year. On occasion, awards are made to 
students during the summer after their sophomore year or to seniors during the academic year. 
Funds are not granted to students with doctoral degrees, to those who are involved in doctoral 
dissertation research or who have alternative sources of research funding. However, the program 
may supplement some alternate sources up to the level of STRTP trainees. Applications for all 
programs are available at our website: . 


Students selected to participate in the program attend an orientation that includes a short 
course on ""The Ethical and Responsible Conduct of Research''' and a series of research seminars 
and informative talks that are part of a "Colloquium on Research." Trainees also receive HIPAA 
(confidentiality), IRE (human research protocols) and lACUC (animal care and use) training and 
certification. Students also present their research to fellow students and faculty during the 
summer at the Student Research Forum and on Medical Student Research Day each October. 

Summer research traineeships at the School of Medicine are available to under- 
represented minority high school and college students to encourage careers in one of the health 
professions and/or biomedical/behavioral and health disparities research. The programs provide 
students with a realistic understanding of the biomedical research environment through hands-on 
experience, contact with appropriate role models and application procedures for professional and 
graduate schools. Positions are available for 10-12 weeks during the summer months and at 
selected sites off-campus. Trainees work under the direct supervision of experienced scientists 
and receive stipends for the 10-12 week period that is based on current NRSA guidelines. 

Foreign research traineeships are available to medical students and undergraduates 
students with prior research experience. The international sites are in Africa (Ghana and 
Nigeria) China, Europe (The Netherlands), Middle East (Israel), South America (Brazil and 
Chile) and the West Indies (Jamaica, Trinidad & Tobago). These international research 
opportunities are funded through grants from the Fogarty International Center at NIH. 

The office works cooperatively with the Office of Faculty and Student Development, 
Office of Policy and Planning and medical student groups, various K-12 schools. Minority 
Access to Research Careers (MARC) and Minority Biomedical Research Support (MBRS) 
directors in Maryland and elsewhere to ensure access to research careers and involvement for all 
who are interested. 

Applicants for all programs must be currently enrolled in high school, undergraduate 
school or post-baccalaureate program, graduate or medical school, be in good academic standing 
with a GPA of >3.0 at the time of application and must not have graduated at the time of the 
traineeship. Although students from any state may apply, preference is given to Maryland 
residents and those going to school in Maryland. For high school students and undergraduates, it 
is strongly recommended that applicants have successfully completed courses in biology and 

Other opportunities including volunteer research positions exist for brief or extended 
research experiences, either on- or off-campus during the summer or academic year. The OSR 
provides a list of useful links to such opportunities at its website, maintains a list of opportunities 
and also surveys for on- and off-campus research opportunities in both basic and clinical science 
areas that may be available throughout the calendar year. In some cases individual faculty 
members may have grant funding to support a student. 


Medical Student Research Day 

The Office of Student Research, in cooperation with Alpha Omega Alpha (the national medical 
honor society, sponsors a research competition each year in October. All medical students, 
except for those students in the MD/PhD Program conducting dissertation research, are 
encouraged to participate and attend these presentations and, are eligible to compete for $2,000 
in prizes. Students present at oral or poster presentations, attend a keynote address, dinner and a 
ceremony during which prizes are awarded for poster and oral presentations. 

For further information on these programs please contact: 

Jordan E. Wamick, PhD 

Assistant Dean and Professor 

Office of Student Research 

660 West Redwood Street, 324 HH 

Baltimore, Maryland 21201 


Graduate Programs 

The Graduate School is the largest of the schools at the University of Maryland Baltimore 
(UMB), enrolling almost 1000 students. It offers the MS and PhD degrees and, in conjunction 
with the professional schools, the opportunity to complete joint degrees including the MD/PhD, 
PharmD/PhD and the DDS/PhD. Over 300 graduate students are pursuing studies in the School 
of Medicine graduate programs. 

PhD students in the School of Medicine are generally provided financial support for the 
entire course of their studies. This support comes in the form of Graduate Research 
Assistantships (stipend, tuition remission, and health insurance), provided by the Graduate 
School and/or by the School of Medicine, during the initial years of study. When a student 
begins dissertation research, he/she is supported by the research funds of his/her mentor. In 
recent years research funding to all schools has increased dramatically, with major support 
coming from agencies such as the National Institutes of Health, the National Science Foundation, 
the Veteran's Administration, various agencies of the state of Maryland and the private sector. 

The Graduate School at UMB is part of the University of Maryland Graduate School, 
Baltimore (UMGSB). The UMGSB governs the graduate programs located at UMB and the 
University of Maryland Baltimore County (UMBC) campuses, bearing primary responsibility for 
approval of new courses and programs and admission of faculty to Graduate Faculty status. An 
advantage of this linkage is increased access for UMB students to academic research and student 
life resources at UMBC. 


In addition to its degree-granting programs, the Graduate School, in collaboration with 
the campus office of Student Services, sponsors a Writing Center. It also offers programs in the 
responsible conduct of research and a survival skills seminar series. The latter aims to provide 
professional enrichment and addresses topics such as giving good oral presentations, grant 
writing and mentor selection. These offerings are open to all students (and faculty) on campus. 

Students also participate in the governing of the Graduate School through the Graduate 
Student Association (GSA), a student-run organization represented by several degree programs on campus. 
The GSA coordinates a variety of services and programs that address the specific professional and social needs of 
graduate students. 

The Graduate School is also a key partner in PROMISE, Maryland's Alliance for 
Graduate Education and the Professoriate (AGEP), the alliance of the three public research 
universities in Maryland, dedicated to increasing the number and diversity of PhD graduates in 
the sciences and engineering who go on to academic careers. PROMISE uniquely serves the 
needs of graduate students across the three campuses through activities that range from retreats, 
seminars, and conferences, to informal discussions during breakfast. The services and programs 
of PROMISE are open to most graduate students who are seeking or interested in obtaining a 
PhD, regardless of discipline. 

The following graduate programs are offered on the University of Maryland Bahimore 

Anatomy and Neurobiology PhD 

Biochemistry* MS PhD 

Biomedical Sciences - Dental School MS PhD 

Dental Hygiene MS 

Epidemiology PhD 

Gerontology* PhD 

Human Genetics MS PhD 

Marine-Estuarine-Environmental Sciences* MS PhD 

Medical and Research Technology MS 

Microbiology and Immunology PhD 

Molecular and Cell Biology* PhD 

Neuroscience and Cognitive Science* PhD 

Nursing MS PhD 

Oral and Experimental Pathology MS PhD 

Pathology MS PhD 

Pharmaceutical Sciences PhD 

Pharmacology and Experimental Therapeutics MS PhD 

Pharmaceutical Health Services Research PhD 

Physical Rehabilitation Science PhD 

Physiology MS PhD 

Preventive Medicine MS 

Social Work PhD 

Toxicology* MS PhD 
* Interdisciplinary programs 


Interdisciplinary programs, involving multiple departments on the Baltimore campus or 
departments on several of the campuses of the University System of Maryland, are becoming 
increasingly important to the Graduate School. Such programs make efficient use of resources 
while allowing the school to move quickly into emerging research areas of national importance. 

Graduate School applications and catalogs can be obtained by contacting: 

Graduate Enrollment Affairs 

515 West Lombard Street, Room 208 

Baltimore, MD 21201 


A wide variety of information on the Graduate School, including catalog and application 
information, can be accessed via the Graduate School web page: . 

Residencies and Fellowships 

The Office of Graduate and Continuing Medical Education assists the University of Maryland 
Medical System in providing collaborative oversight of postgraduate residency education 
programs. Activities of the office include providing administrative support for the National 
Residency Matching Program, providing professional and staff support for oversight of 
ACGME-approved programs, and developing residency curricula. 

Graduate medical education training for residents and fellows is offered in a variety of 
clinical sites. The majority of clinical training occurs at the University of Maryland Medical 
System, the Baltimore Veterans Affairs Medical Center and Mercy Medical Center. A network 
of affiliated community hospitals and ambulatory care centers with significant commitment to 
the importance of a teaching environment provides much of the variety and depth offered to 
residents and fellows. 

Programs are accredited by the Accreditation Council for Graduate Medical Education 
(ACGME) comprised of the following member organizations: American Board of Medical 
Specialties, American Hospital Association, American Medical Association, Association of 
American Medical Colleges and the Council of Medical Specialty Societies. 

Residency positions are filled through the National Resident Matching Program. 
Participating in the match are the following programs: preliminary programs in medicine and 
surgery; categorical programs in diagnostic radiology, emergency medicine, family practice, 
general surgery, internal medicine, combined program in internal medicine/pediatrics, neurology, 
obstetrics and gynecology, orthopaedic surgery, pathology, pediatrics, combined program in 
pediatrics/emergency medicine and psychiatry; advanced programs in anesthesiology, diagnostic 
radiology and radiation oncology. 


Resident and/or fellowship positions are available in the following ACGME-approved 
specialty and subspecialty areas and are sponsored by the University of Maryland Medical 
System. Programs identified with an (*) are currently approved University of Maryland 
Fellowship programs and are not currently overseen by the ACGME. For information on new 
programs or additional postgraduate training opportunities, please contact the individual 
departments or the ACGME directly. 

Department of Anesthesiology: 

- anesthesiology, critical care, pain management ,0B anesthesia*, cardiothoracic anesthesia* 

Department of Dermatology: 

- dermatology 

Department of Diagnostic Radiology: 

- diagnostic radiology, vascular and interventional radiology, neuroradiology, nuclear radiology 
and nuclear medicine 

Department of Epidemiology and Preventive Medicine: 

- preventive medicine 

Department of Family Medicine: 

- family practice, sports medicine 

Department of Medicine: 

- internal medicine, cardiolovascular disease, interventional cardiology, clinical cardiac 
electrophysiology, endocrinology diabetes & metabolism, gastroenterology, geriatric medicine, 
hematology/oncology, infectious diseases, nephrology, nephrology/renal transplant*, pulmonary 
disease and critical care medicine, rheumatology, combined program in internal 
medicine/pediatrics, combined program in internal medicine/emergency medicine, combined 
program in internal medicine/pediatrics 

Department of Neurology: 

- neurology, clinical neurophysiology, EEG/epilepsy*, movement disorders* 

Department of Neurosurgery: 

- neurological surgery 

Department of Obstetrics, Gynecology & Reproductive Sciences: 

- obstetrics and gynecology, maternal fetal medicine* 

Department of Ophthalmology: 

- ophthalmology, glaucoma*, retina ophthalmology* 

Department of Orthopaedic Surgery 

- orthopaedic surgery, trauma orthopaedics, 


Department of Pathology: 

- pathology, anatomic and clinical pathology, cytopathology 

Department of Pediatrics: 

- pediatrics, behavioral and developmental pediatrics, critical care, endocrinology, infectious 
diseases, neonatology-perinatology, combined programs in internal medicine/pediatrics and 
pediatrics/emergency medicine and pediatric medicine 

Department of Psyciiiatry: 

- psychiatry, addiction psychiatry, child and adolescent psychiatry, geriatric psychiatry, forensic 

Department of Radiation Oncology: 

- radiation oncology 

Department of Surgery: 

- general surgery, endoscopy*, otolaryngology, thoracic and cardiovascular surgery, urology, 
emergency medicine, pediatric surgery, plastic and reconstructive surgery, vascular surgery, 
surgical critical care and combined program in pediatrics/emergency medicine, critical 
care/emergency medicine*, transplant* 

Correspondence, applications and residency inquiries should be addressed to the chairperson of 
the respective department or program in care of: 

University of Maryland Medical System 
22 South Greene Street 
Baltimore, Maryland 21201 

Continuing Medical Education 

The University of Maryland School of Medicine is accredited by the ACCME and provides a 
wide array of continuing medical education (CME) activities. These educational activities assist 
physicians in the maintenance and enhancement of their clinical competence in order to promote 
high quality health care for the citizens of Maryland and elsewhere. To assure clinical relevance, 
activities are designed on the basis of identified educational needs of practicing physicians. 

CME offerings consist of courses (one-half to five days in length), "hands on" workshops, 
enduring materials (including self-study programs), and a complex array of clinical departmental 
and division rounds and conferences. Opportunities for interaction between attendees and 
presenters are part of all CME activities where possible. 

The CME program is administered by the associate dean for Graduate and Continuing Medical 
Education and a full-time staff, with the assistance of a faculty advisory committee. For further 
information please contact: 

Office of Graduate and Continuing Medical Education 
University of Maryland School of Medicine 


655 West Baltimore Street, Room 14-015 
Baltimore, Maryland 21201 


Office of Medical Education (OME) 

• Provides educational support for faculty and students. 

• Provides multi-media systems design and hardware installation for medical school education. 

• Provides faculty development through instructional techniques, design and evaluation in 
coordination with the Office of Facuky and Student Development. 

• Provides educational resources including audiovisual aids, instructional videotapes and 
computer software programs. 

• Develops and implements computer-based instructional systems. 

• Assists in the development of special educational programs. 

• Assists in curriculum development and evaluation of curricular programs. 

• Provides evaluation of instructional systems and techniques. 

• Provides audiovisual support services for lecture halls, small group classrooms and special 

• Provides individual and group tutorials, mock examinations and study skills workshops. 

• Provides research in medical education, instructional design, evaluative techniques and 
educational technology. 

• Consults with faculty and staff of the medical school, as well as the other UMB schools m 
media production. 

• Provides classroom scheduling. 

A variety of services, administered by the director of Academic Development, offer a 
variety of opportunities for students to become more effective, efficient learners. The services 

The Prematriculation Summer Program (PSP): Prior to the beginning of the academic year, 
incoming freshmen are invited to take part in a six-week simulation of the first year curriculum. 
Participants study significant portions of Structure & Development and Cell & Molecular 
Biology, and are given a brief introduction to Functional Systems; learn to handle the medical 
school's accelerated pace and grasp-of-material demands; gain practice in gross anatomy and 
histology labs, small group study, and exam-taking; and refine their study skills and habits to 
meet the new challenges. PSP is especially designed for students who are at greater risk of not 
succeeding in medical school; such applicants are given enrollment preference. Follow-up 
studies have consistently shown that PSP has had a positive and significant impact on the 
academic achievement of PSP students. Each year, the program also affords a select group of 
academically talented sophomores the opportunity to explore academic medicine and sharpen 
their own academic knowledge by teaching this class of approximately 20 students. 


Supplemental Instruction: Individual and small group tutorials are available to all freshmen 
and sophomores as needed at no charge. 

Academic Development Workshops: At various times throughout the year, formal 
presentations and panel discussions addressing topics of general concern and interest (e.g., time 
management, active learning, test-taking, and course previews) are conducted. 

Academic Counseling: Individual counseling sessions, focusing on problems affecting 
academic performance and strategies for improvement, are available to all medical, physical 
therapy and medical technology students. 

Academic Monitoring: First- and second-year exam results are reviewed frequently. Students 
who do not pass an exam or whose results are significantly lower than usual are invited in for 
consultation as soon as possible after the poor exam showing. The student works with the 
director in specifying what went wrong and in fashioning an appropriate remedy. Follow-up 
contacts provide additional support to the student. The Academic Monitoring Committee meets 
periodically to examine the academic progress of all first- and second-year students with 
particular attention paid to devising interventions for students experiencing difficulty. 

Board Preparation: A series of activities assist sophomores in getting ready for the USMLE 

Activities include: gathering and sharing with sophomores the collective wisdom of juniors 
whom have just taken the boards; offering frequent formal review sessions covering "high yield" 
exam topics; conducting occasional information-sharing workshops and panel discussions; 
identifying "at risk" students who may have difficulty with STEP I for special board prep 
assistance; in individual consultations, structuring study strategies/schedules, answering 
questions and discussing areas of concern; administering a February mock board which provides 
students with baseline information as well as giving a "heads up" that the boards are 
approaching; helping those who must retake the STEP I. Board review books are available for 
circulation from the academic development resource library. By request, assistance also is given 
to those preparing for the STEP II or the specialty licensing exams. 

Research: Ongoing data collection and analysis provide a source of information useful in 
clarifying the role and interplay of various factors involved in student learning. These qualitative 
and quantitative data sets are utilized by others conducting research or making curriculum 

Educational Screening/Special Accommodations: Students with learning disabilities (LD) or 
attention deficit disorders (ADD) receive assistance in minimizing the disability's impact on 
their academic performance. Students suspected of being LD or ADD, but not previously 
identified as such, are referred for testing. If the results are positive, the student will receive 
assistance in gaining accommodations and adjusting his/her study approach accordingly. 

Student Computer Facilities: The Office of Medical Education is responsible for the operation 
of a student computer facility in addition to the student laptops: the Computer Learning Center. 


This facility is located on the second tloor of the MSTF building and consists of 20 stations open 
throughout the day. The Office of Medical Education maintains the network and provides 
helpdesk activities dedicated to support student laptop computers and use by the students. 

Photography: Services include photographic copying of flat material such as written matter, x- 
rays, laboratory tracings and data; photography of specimens, equipment set-ups, surgical, 
clinical and laboratory activities; and portraits for school-related purposes. The photography 
laboratory also handles slide duplication, and acts as a collection station for commercial 
processing of color photography. Computer-developed color slides are a major area of service. 

Health Sciences and Human Services Library 

"The library is always one of the first places you look to in order to measure the quality of any 
institution of higher education. Those who see our new library, from the outside and inside, will 
have no doubt as to the seriousness of our academic mission. This wonderful building puts us in 
a leadership position on an international scale. " 
—UMB President David J. Ramsay (March, 1998) 

Distinguished as the first library established by a medical school in the United States, the 
University of Maryland continued its leadership role when the new Health Sciences and Human 
Services Library (HS/HSL) opened in April of 1998. 

The library is the second largest medical school library on the East Coast. The library 
has six levels and covers 190,000 square feet, which includes the Tower Cafe, the HS/HSL 
coffee lounge. The facility offers wireless access as well as 1 500 data connections for laptop 
users, along with 50 public-access workstations. These workstations have access to everything, 
from the Web to email to databases to full-text journals/textbooks to applications. The library's 
over 370,000 volumes and 2500 print and e-joumal titles can found through HS/HSL online 
catalog which also provides access to the resources of 1 5 other libraries in the University System 
of Maryland. There is seating for 900 individuals in the library. This arrangement includes 130 
individual study-carrels and more than 40 collaborative learning rooms always available to 

HS/HSL digital information resources are available offsite through the web site 
( Additionally, the Web page directs users to other valuable 
resources from around the world and is also the first place to look for additional news and 
information about the Health Sciences and Human Services Library. 

All library services are fully supported by a staff of librarians, computing, and network 
support professionals. The staff is available for consultations and both online and on-site 
instruction, as well as assistance in planning for the integration of information skills into 
curricula and courses. 

In addition to serving all the professional schools on campus and the University of 
Maryland Medical Center, the library is a nationally recognized leader in information technology 


and serves as the Regional Medical Library for the Southeastern United States, Region 2 of the 
National Network of Libraries of Medicine. 

For further information about the library and its services, access the library's Web 
address at . 

Medical Alumni Association 

The Medical Alumni Association - the oldest independent medical alumni association in the 
United States - has served all students, graduates, faculty and staff affiliated with the School of 
Medicine since 1875. Located in Davidge Hall, 522 West Lombard Street, the Medical Alumni 
Association office is open weekdays. Among its many activities, the association coordinates the 
annual Reunion weekend, publishes the quarterly Bulletin and sponsors an annual social event 
for each medical school class. 

Since the association inaugurated the Annual Giving Drive in 1978, lectures, scholarships 
and student loans funded by alumni contributions have enriched the programs and goals of the 
School of Medicine on a daily basis. 


Recognizing the importance of providing excellent clinical experiences with stimulating faculty 
and mentors, the School of Medicine has developed a comprehensive network of affiliations 
designed to encompass the continuum of medical care including ambulatory, acute hospital, 
home care, rehabilitation and chronic care. In all programs medical students are trained by and 
fully supervised by faculty of the School of Medicine, University of Maryland, Baltimore. 

Over the past five years, a significant effort to coordinate, expand and improve the 
ambulatory care experience has resulted in an extensive ambulatory care network of 
opportunities. Clinical experiences are offered in muhi-disciplinary teaching clinics, faculty 
practices, community clinics, private practices and hospital-based ambulatory care programs. 
Model geriatric clinical education programs, designed at three facilities with large cohorts of 
elderly patients, serve as stimulating educational experiences where computer-assisted learning 
augments the faculty preceptor patient experience. 

Academic tertiary care experience, demonstrating state-of-the-art technology and 
ongoing exciting clinical research, is offered at the three major affiliates: the University of 
Maryland Medical Center, the Baltimore Veterans Affairs Medical Center and Mercy Medical 
Center. Additionally, community hospitals with major commitments to the importance of a 
teaching environment serve as outstanding opportunities for primary and secondary health 

A successful network of community, state and federal psychiatric facilities has resulted in 
a widely acclaimed statewide program for psychiatry training. Special clinical research 


experience in psychiatry is additionally offered at the Institute of Psychiatry and Human 
Behavior and at the Perry Point Veterans Affairs Medical Center. 

Experience in rehabilitation, home care and chronic medical care is offered through 
several facilities, each offering special aspects of expertise for those who wish to pursue 
psychiatry, neuro-rehabilitation and geriatrics. The following sites have formal affiliations with 
the School of Medicine: Baltimore Veterans Affairs Medical Center, Walter P. Carter Center, 
Children's National Medical Center (Washington), Franklin Square Hospital, Greater Baltimore 
Medical Center, Harbor Hospital Center, Johns Hopkins Hospital, Keman Hospital, Johns 
Hopkins Bayview Medical Center, Maryland General Hospital, Mercy Medical Center, National 
Orthopedic Hospital, St. Agnes Hospital, Sinai Hospital of Baltimore, Sheppard and Enoch Pratt 
Hospital, Springfield Hospital Center, Spring Grove Hospital Center, Union Memorial Hospital, 
University of Maryland Medical Center (includes R Adams Cowley Shock Trauma Center and 
Greenebaum Cancer Center), University Specialty Hospital, Western Maryland Area Health 
Education Center (AHEC) and York Hospital (PA). 

The University of Maryland Medical Center (UMMC) 

Located in downtown Baltimore, the University of Maryland Medical Center is a major, non- 
profit teaching hospital that provides a complete range of inpatient and outpatient services to 
more than 300,000 adults and children each year. UMMC is a national and regional referral 
center for trauma, cancer, neurocare, cardiac care, women's health services, children's health 
services and organ transplants. It has one of the largest kidney transplant programs in the world. 

The medical center has 5,400 employees, 650 licensed beds, 30,000 inpatient admissions 
each year and about annual 1,400 births. The senior medical staff- more than 800 physicians - is 
comprised of the clinical faculty of the School of Medicine who supervise training of the more 
than 600 graduate-physician house staff as well as the medical students. 

The University of Maryland Medical Center includes University Hospital, the University 
of Maryland Greenebaum Cancer Center, the R Adams Cowley Shock Trauma Center and the 
University of Maryland Hospital for Children. It is the primary clinical setting for the University 
of Maryland School of Medicine. It is dedicated to providing exemplary health care for the 
people of Maryland, to preparing students and physicians-in-training for the practice of medicine 
and the allied health professions and to carrying out significant research to improve the quality of 
health care. 

Since its founding in 1823, the medical center has become a major tertiary care center 
that offers a full range of specialized medical and surgical services. It has state-of the-art 
technology in all areas, including a new surgical facility. The medical center's "OR of the 
Future" occupies 52,000 square feet and combines the most advanced video technology with 
computerized equipment in order to enhance patient safety and operational efficiency. More 
than 15,800 surgeries are performed at the Medical Center each year. The surgical facility is 
located in the newly constructed, 380,000-square-foot Harry and Jeanette Weinberg Building 
that also houses new, state-of-the-art adult and pediatric emergency departments, a new 
diagnostic imaging facility, an expansive new cafeteria and food court, a patient resource center. 


and an employee learning center. As the building's upper floors are finished, it will incorporate 
several new state-of-the-art intensive care units as well. 

Because of its combined professional and academic environment, many outstanding 
treatment programs and research facilities have been developed at the medical center. The R 
Adams Cowley Shock Trauma Center and the University of Maryland Greenebaum Cancer 
Center are two prime examples. 

The R Adams Cowley Shock Trauma Center, linked with the statewide network of 
emergency communications, transportation and medical care facilities, is second to none. It 
provides high-speed emergency service to more than 7,000 critically injured persons each year - 
the most severe multiple trauma cases in the state - with an impressive 96 percent survival rate. 
A heliport on the roof of the R Adams Cowley Shock Trauma Center facilitates rapid care of the 
most severely injured and acutely ill patients from throughout the state. 

At the University of Maryland Greenebaum Cancer Center, collaboration between 
research scientists and research clinicians has resulted in notable advances in treating the full 
spectrum of solid tumors and blood-related cancers. It was at the cancer center that researchers 
pioneered the freezing of a leukemia patient's own platelets for later use during relapses. The 
center's physicians work closely with Radiation Oncology, Surgical Oncology and related 
programs within the hospital, tailoring and coordinating the treatments for each patient's optimal 
care. The cancer center is nationally known for its blood and marrow transplant program and its 
research into new drug development. 

Other centers of excellence include: 

• University of Maryland Hospital for Children, which provides the full range of pediatric 
services. It houses the state's largest neonatal intensive care unit. 

• The solid organ transplant program, which performs kidney, pancreas, simultaneous kidney- 
pancreas, liver, heart and lung transplants, as well as islet cell transplants. The 
comprehensive program continually surpasses national survival rates in every area. 

• The Maryland Brain Attack Center, where physicians from Neurology, in partnership with 
Emergency Medicine and Diagnostic Radiology, provide patients new treatments that help 
prevent disabilities from stroke by rapidly restoring blood flow to save brain tissue. 

• The Gamma Knife Center, which allows patients with inoperable brain tumors and vascular 
malformations to have a non-surgical treatment option. It represents collaboration among 
specialists in Radiation Oncology and Neurosurgery and was the first Gamma Knife Center 
in the Mid- Atlantic Region. 

• University Sports Medicine, which provides injury prevention and treatment services to 
everyone from college athletes, such as the University of Maryland Terrapins, to weekend 
warriors. It is an example of the excellent programs in Orthopaedics, which include the full 
range of care from joint replacements to spine surgery. 


• An affiliation with the Institute of Human Virology, where world renowned experts led by 
Dr. Robert Gallo investigate the cures and prevention of chronic viral diseases, with AIDS as 
a top priority. 

Through partnerships with the University of Maryland's professional schools, the 
University of Maryland Medical Center is the training site for pharmacists, social workers, 
dentists, nurses and other health professionals and technicians. This multi-dimensional 
professional environment is a unique and valued characteristic of the University of Maryland 
Medical Center. 

Along with the School of Medicine, the University of Maryland Medical Center has met 
the needs of the rapidly changing local and regional health care market with expanded services. 
These services include: 

• Three primary care sites in West Baltimore. 

• Specialty care in the suburbs in Harford and Anne Arundel Counties and primary and 
specialty care at Shipley's Choice in Anne Arundel County. 

The University of Maryland Medical Center is part of the six-hospital, private, non-profit 
University of Maryland Medical System. The other hospitals in the medical system are: 

North Arundel Hospital, a 282-bed acute care hospital located between Baltimore and Annapolis 
in Anne Arundel County. This suburban community hospital is located approximately five miles 
south of Baltimore, Maryland, and 25 miles northeast of Washington, D.C. The facility offers a 
wide variety of services and has numerous areas of specialization including orthopedics, 
cardiology, geriatrics and oncology. 

Maryland General Hospital is a 242-bed community teaching institution located just northwest of 
downtown Baltimore that provides a full spectrum of care for more than 1 1 0,000 patients 

Keman Hospital, with 123 beds, is Maryland's largest rehabilitation and orthopaedic hospital for 
both adults and children. Keman Hospital includes the William Donald Schaefer Rehabilitation 
Center, with dedicated rehabilitation units for stroke, spinal cord and head injuries, and complex 
orthopaedic problems. Keman is located in the Woodlawn area of Baltimore. 

University Specialty Hospital, a 1 80-bed chronic care facility located in downtown Baltimore, 
focuses on the complex needs of chronically ill patients. It has the region's largest pulmonary 
ventilator program and Maryland's only coma emergence program. 

Mt. Washington Pediatric Hospital, a 1 02-bed pediatric and rehabilitation hospital located in 
northwest Baltimore, provides specialty medical care to infants and children with complex 
medical needs. 


VA Maryland Health Care System (VAMHCS) 

The VA Maryland Health Care System (VAMHCS) consists of two Maryland VA Medical 
Centers, located at Baltimore and Perry Point, and an independent 120-bed Rehabilitation and 
Extended Care Center on the Loch Raven campus located in Baltimore City. The VAMHCS 
also has five Community Based Outpatient Clinics (CBOCs): Fort Howard, serving Southeast 
Baltimore County; Cambridge, serving the Maryland Eastern Shore counties; Glen Bumie, 
serving Baltimore and Anne Arundel Counties; Loch Raven campus, serving North Baltimore 
County; and Pocomoke, serving the extreme southern tip of Maryland. Also, an Outpatient 
Mental Health Clinic is operational at the Maryland Homeless Veterans, Inc., in Baltimore City. 

The VAMHCS contains a fully computerized patient information system and a highly 
advanced electronic medical record. Terminals in all inpatient team rooms and outpatient exam 
rooms allow for ease of patient care and reduced non-productive time for students. The 
information system allows instantaneous clinical queries for clinical research and continuous 
improvement in patient care. Major increases in support staff assigned to house staff teams has 
resulted in decreased monotonous work for students and residents as support staff is more 
frequently available for routine phlebotomy, intravenous line adjustments, escort services and 
clerical support services. A major reconfiguration of nursing and support staff combined with 
computer designed programs has increased the efficiency of the medical care so that students, 
house staff and faculty can better spend their time on direct rather than indirect patient care, and 
on stimulating educational and clinical research areas rather than on cumbersome support 
delivery problems. The Bar Coded Medication Administration system is a state of the art 
example of the VAMHCS focus on patient safety and quality care. This system, along with the 
Physician Computer Order Entry feature of the computerized medical record serves as a national 
model in the area of patient safety with respect to decreasing medication errors. 

In the disciplines of medicine, surgery, psychiatry, neurology, anesthesiology, pathology, 
radiology, rehabilitation medicine, geriatrics and ambulatory care, there is close integration of 
the faculty, resident and undergraduate levels of the School of Medicine. More than 70 
investigators have funded research programs in areas including infectious disease, geriatrics, 
exercise physiology, cardiology, immunology, neurology, oncology and schizophrenia. For the 
past five years, the VAMHCS has been among the top ten facilities in research funding in the 

Area Health Education Center Program (AHEC) 

One of the University of Maryland Baltimore's commitments to improving health care delivery 
in primary care is the Area Health Education Center (AHEC) program. 

The AHEC program has been developed to provide comprehensive health care education 
and training for undergraduate and graduate medical students, as well as for students from the 
other UMB health profession schools. AHECs attract students, interns and residents to rural and 
underserved areas, fostering their interest in practicing in such sites. AHEC activities promote 
increased numbers of physicians and other health care professionals, encourage the development 
of health care facilities, provide multi-disciplinary and interdisciplinary training for health 


professionals, and increase capabilities for the existing program of graduate and continuing 
medical education and health training. 

The University of Maryland School of Medicine has directed the Maryland AHEC 
Program for almost 30 years. The Maryland AHEC system is comprised of two rural centers and 
one urban center: the Western Maryland AHEC, the Eastern Shore AHEC and the Baltimore 
City AHEC, respectively. The Western Maryland AHEC, established in 1976, is located in 
Cumberland, a rural community in Allegany County. The Eastern Shore AHEC, domiciled in 
Cambridge at the Eastern Shore Hospital Center, has been in operation since 1995. Both centers 
afford students the opportunity to understand and experience the valuable and rewarding benefits 
of delivering primary health care in a rural environment. The Baltimore City AHEC became 
operational in Spring 2003. Its central theme is to raise the health consciousness of the 
surrounding urban community by promoting good health and disease prevention and by helping 
to make primary healthcare services more accessible for those in need. 

Medical school policy requires that students spend eight weeks of their senior year in 
clinical education at an ambulatory site. Students are encouraged to spend this mandatory 
rotation at rural and urban sites. Additionally, senior medical students may choose a rotation at 
one of the three AHEC sites as a primary care elective. These experiences are designed to 
encourage students to consider practice in similar settings and to gain a firm appreciation of the 
special health needs of rural and urban populations. 

Student Life 

Office of Student Affairs 

The Office of Student Affairs is designed to provide guidance, advice, help and administrative 
services to students enrolled in the School of Medicine. In addition, the office is responsible for 
monitoring student registration, progress and advancement, graduation and all aspects of student 
life related to undergraduate medical education. To this end the office employs one full-time 
associate dean, two part-time assistant deans and support staff. 

While the entire staff is available to offer assistance to all students, some staff members 
also assume a specialty area within their overall functions. These specialty areas include senior 
elective advising, student fellowships, career and residency advising, and counseling. 


There is no elective requirement during the pre-clinical years, although many faculty members 
offer elective experiences. Offerings may include such diverse topics as cardiovascular 
pathology, medical rehabilitation, nutrition, alcohol and drug abuse and many research projects. 
Some experiences may have prerequisites and may be open only to sophomores. 

Residency Planning 

The Office of Student Affairs maintains a residency advisement program that includes 
counseling, referral to faculty, alumni and community resources and workshops on residency 
selection provided during the junior year. Recent graduates are surveyed periodically so that 


feedback from a number of residency programs of interest to graduates is kept as current as 

We have recently initiated the Careers in Medicine program. This program, developed 
by the Association of American Medical Colleges, helps students select careers in medicine, 
using a developmental approach. In the first year, the program, available on the Internet, 
administers questionnaires that allow a student to find areas of strength and interest. In the 
second year, students are encouraged to "try on different hats," by participating in various 
specialty interest groups. In the third year, students are given more specific information about 
specialties and may participate in workshops that focus on strategies for considering various 
clinical specialties. In the fourth year, the program is integrated with other activities in the 
school to help students solidify career choices. 

White Coat Ceremony 

The white coat is a traditional symbol of the medical clinician and scientist. It has come to 
represent the knowledge, skill, and integrity of the medical professional and the highest 
standards of professional work, whether in the classroom, laboratory or clinic. Held in November 
or December, the White Coat Ceremony officially welcomes freshmen students into the 
professional community. In mid-fall students are asked to provide a list of two or three people 
whom they would like to invite to this ceremony, generally parents or partners. 

Following a continental breakfast, those attending hear a number of short presentations, 
with each speaker addressing the issue of professionalism in medicine from his or her own 
perspective. Speakers include representatives of the medical school administration, the pre- 
clinical and clinical faculty and the student body. Freshmen students are then called individually 
to the stage to receive their white coats from members of the faculty, as well as a copy of the 
school's Code of Professional Conduct. Acceptance of the white coat is an affirmation that, 
along with acquiring the requisite knowledge, the student will accept responsibility for 
developing and maintaining professional attitudes and behaviors in work and in relationships 
with classmates, teachers, patients and the community-at-large. 

The Office of Student and Faculty Development 

The Office of Student and Faculty Development provides vision and leadership in addressing 
faculty and student development while creating opportunities for them to reach their fullest 
academic and personal potential. 

Responsibilities of this office are to: 

• Work collaboratively with other offices in the presentation of a comprehensive faculty 
development program, including topics in professional development, teaching skills and research 
skills for campus and community-based faculty. 

• Provide leadership in the school's effort to represent and collaborate with others in our diverse, 
multi-cultural scientific community through recruitment efforts and skill development for 
students and faculty. 

• Coordinate a mentoring program for students in which regular meaningfiil contact between 
students and faculty works to guide and promote their career to its greatest potential. 


• Promote appreciation of life-long adult learning among students, residents, and faculty. 

• Advertise award, scholarship and fellowship opportunities for students and faculty, and assist in 
the processing of materials for these opportunities. 

The Office of Student and Faculty Development coordinates programs for high school and 
college students that are designed to increase the number of students entering the medical 
profession. The office works closely with the director of recruitment in the Office of Admissions 
to recruit a diverse group of talented students to the School of Medicine, the Office of Academic 
Development to retain these students and the Office of Student Research to offer them 
opportunities in research projects. 

For additional information contact: 

Donna Parker, MD 

Associate Dean for Student and Faculty Development 

University of Maryland School of Medicine 

655 West Bahimore Street — Room M-006 

Baltimore, Maryland 21201 


Student Government 

The Student Council is the organization recognized by the medical school administration as the 
official representative body of the registered students at the School of Medicine. Council duties 
include disbursing student activities funds according to the needs of its members and 
coordinating student input in institutional administrative policy decisions. Student Council 
officers serve as student representatives to national meetings of organizations that guide national 
educational and medical policies. The council also conducts elections of all class officers. 

Student Organizations 

Alpha Omega Alpha (AOA). Election to AOA, the national medical honor society, is based on 
scholastic achievement, service to the school, qualities of leadership, integrity and fairness to 
colleagues. Students are elected at the end of their junior year or the beginning of their senior 

Members coordinate programs and lectures with the goal of furthering academic interest 
and stimulating curiosity. Programs of recent years have included a lecture series on topics in 
the history of medicine, an EKG interpretation course, sponsorship of a Clinical Visiting 
Professorship, campus tours for prospective medical students, and Junior/Senior Night, an 
orientation to the match process for junior medical students. 

American Medical Association — Medical Student Section (AMA-MSS). The AMA-MSS is 
the medical student section of the American Medical Association (AMA) that provides 
leadership positions at the local and national levels, the opportunity for involvement in the 
medical political process and medically oriented programs for students and the community. At 
the University of Maryland, the AMA-NSS sponsors several events such as an annual used book 
sale in August and a morning donut and bagel sale. Members of the AMA-MSS receive the 


Journal of American Medical Association (JAMA), American Medical News, AMA Member 
Matters and Pulse, a national medical student newsletter. 

Each year the AMA-MSS at the University of Maryland elects and sends a delegate and 
alternate delegate to two meetings: the Annual AMA Meeting in June, and the Interim AMA 
meeting in December. Traditionally, the delegate is a second-year student while the alternate is a 
first-year student. 

American Medical Student Association (AMSA). The University of Maryland Chapter of the 
American Medical Student Association (AMSA) offers the opportunity to become actively 
involved with a group of dynamic, concerned medical students at the local and national levels. 
The immediate benefit of membership is working and socializing with peers in friendly, informal 
settings through participation in a wide variety of activities of interests to the membership. 

AMSA is involved in many service activities: microscope and used book sales, 
coordination of the noontime films and lectures, the student phone and housing directories, 
orientation activities, workshops, projects and parties. Other activities include local and national 
legislative monitoring and lobbying, clinic staffing, public education efforts and events 
coordinated with other school organizations. Fundraising projects help to defray expenses of 
members attending workshops and regional and national meetings. In addition, AMSA is willing 
to sponsor activities that are proposed by its members. 

On the national level, AMSA promotes the interests of public health, and the medical 
students serve as a forum and information clearing house for issues of major importance; e.g., 
AMSA's position on the current administration's proposals as they relate to health care reform 
and medical education. Benefits to AMSA members include a four-year subscription to the 
student journal The New Physician, special interest task force newsletters, informational 
booklets, discounts on medical texts, life insurance policies, the AMSA Mastercard, the "HEAL 
Deal" for repayment of HEAL loans at lower interest rates, a low-interest loan program with 
increasing monies available each successive year of school, and unique educational experiences 
both at home and abroad — all for a single membership fee for all four years of school. The 
Annual National Convention is open to members (partially subsidized by chapter funds) and is a 
rare and valuable experience. It features four days of guest speakers, a multitude of exciting 
health care presentations and workshops, opportunities to share in national policy formulation, a 
chance to meet other medical students and socializing opportunities. 

American Medical Women's Association (AMWA) Student Branch. The AMWA Student 
Branch at the University of Maryland is a dynamic group responsive to the needs of female 
medical students. While its first commitment remains to provide support and promote friendship 
among students, faculty, and physicians, AMWA also provides a network where students can 
meet and discuss issues such as lifestyles in medicine, career choices, women's health, and 
political issues important to women and the student body at large. 


AMWA is involved in a variety of activities on campus including pot-luck dinners where 
special guest speakers address issues, monthly noon-time business meetings and get-acquainted 
gatherings with students and faculty. Although AMWA is primarily concerned with issues 
related to women, all AMWA functions are open to the entire student body. 

Asian Professional Students Association. The Asian Professional Students Association 
(APS A) was formed by a group of medical students in 1984, and since then has grown to include 
members of other schools at UMB. APSA is open to all students, teaching staff and employees 
regardless of race, cultural background, sex and country of origin. The goals of the association 
are to encourage dialogue among fellow students of different cultural backgrounds, and to 
provide a platform for those who appreciate Asian culture. APSA also sponsors educational and 
social activities for its members and friends. 

The Better Half. The Better Half is a support group open to all medical students and their 
significant others who are interested — husbands, wives, boyfriends, girlfriends. The group's goal 
is both social and supportive. Maintaining a relationship while in medical school can be difficult 
and knowing other people in the same situation can be helpful to both medical students and their 
partners. Gatherings such as the pot-luck dinners, wine tasting, wine and cheese and pizza 
parties are popular affairs. A partner is not needed to attend fiinctions. 

Big Sib Program. Each year an upperclassman (usually a sophomore) "adopts" an entering 
freshman as his/her little sib. Newly admitted students receive correspondence from their fellow 
big brothers/sisters during the summer prior to their entry. The program is sponsored by students 
with support of the admissions committee, and is designed to allow entering students to address 
their questions and concerns to fellow students who have already experienced life as a medical 
student. Moral support from big sibs often makes the transition easier for incoming students. 

Bioethics Club. The Bioethics Club is a relatively new addition, formed to explore ethical 
issues faced by students and physicians in the medical world. The group is led by Dr. Henry J. 
Silverman, editor of the University of Maryland Medical System's publication Health Care 
Ethics, and member of the hospital's Ethics Review Committee. At bimonthly meetings, actual 
cases are reviewed and active discussion concerning moral and ethical issues related to particular 
situations or to new legislative rulings across the country is encouraged. Students also have the 
opportunity to attend meetings between patients, their families, physicians and members from the 
review committee and observe the often difficult process of making decisions concerning what 
course of intervention and care is appropriate for each patient. Students, faculty and 
administrators are all encouraged to attend. 

Christian Medical Society. The Christian Medical Society (CMS) at UMB is a local chapter of 
a national organization which meets weekly for fellowship, prayer and discussion. CMS is 
committed to providing Christian fellowship and support for medical professionals, encouraging 
Christians to mature in their faith, challenging them to integrate their medical careers into their 
lives in Christ and providing an environment in which non-Christians can explore the claims of 
Christ. CMS presents meetings on Bible study, short-term missions, ethics. Christian family life 
within the medical profession and evangelism. Dinner is shared every third week. In addition. 


CMS volunteers help staff the Baltimore Rescue Mission which provides medical care to the 
homeless. Members also have the opportunity to participate in local, regional and national 
conferences. All students, faculty and hospital personnel are welcome. 

Complementary Medicine Club. The Complementary Medicine Club strives to introduce 
students and faculty alike to various types of therapy which complement traditional western 
medicine. Among these complementary medicines are acupuncture, herbal medicine and music 
therapy. The Complementary Medicine Club meets about once every month for an hour-long 
talk and lunch. 

Emergency Medicine Interest Group. The Emergency Medicine Interest Group (EMIG) is a 

student organization whose mission is to expose students to emergency medicine as a career and 
give students an opportunity to learn skills commonly used in emergency situations. To this end, 
EMIG sponsors blood drawing, i.v. and suture labs, ambulance ride-alongs and emergency room 
observation time. EMIG also sponsors talks and luncheons with emergency medicine residents 
and faculty on topics such as applying for emergency medicine residency and the history of 
emergency medicine. EMIG members are actively involved in research in the emergency 
department and have attended emergency medicine physicians' national conferences. 

Family Medicine Interest Group. The Family Medicine Interest Group (FMIG) is sponsored 
by the Maryland Academy of Family Physicians and the Department of Family Medicine. 
Membership fees for first-year members are paid by the Maryland Academy and members 
receive monthly professional journals free of charge. FMIG sponsors events and lectures 
relevant to family medicine throughout the year. FMIG also encourages student leadership at the 
state and national levels. 

Gertrude Stein Medical Society. The Gertrude Stein Medical Society is a group of medical 
students whose goal is to foster support among gay, lesbian and bisexual students and to 
encourage interaction and education among all students at the University. The group seeks to 
help other students and faculty understand the special needs of the gay and lesbian community 
through education and community service. The group meets bimonthly with potluck dinners and 
other social events. Some members also volunteer at the Chase-Brexton Clinic. The group is 
open to all students and confidentiality is assured. 

Humanism Honor Society. The Humanism Honor Society at the University of Maryland was 
established in October 2002 to provide a means of recognizing medical students, house officers 
and faculty members demonstrating meritorious humanistic qualities. Approximately 10 percent 
of the 4"^ year class are elected to membership each year. These student members of the society 
are chosen through a process of nomination by peers and faculty members and peer-evaluations 
by those nominated. Six residents and one faculty member are selected each year by those 
members of the society who at that time are associated with the medical center. Members also 
include those residents selected to membership in societies in other schools of medicine and a 
core group of humanistic faculty selected by the dean. 


Internal Medicine Interest Group. The Internal Medicine Interest Group is a student run 
organization that focuses on community outreach and student education. The IMIG, under the 
guidance of a faculty advisor, holds informational meetings on key health issues such as 
diabetes, hypertension, cardiovascular diseases, kidney disease and immunizations. Member of 
the IMIG then have an opportunity to work with physicians or community organizations in these 
fields to assist in providing health care to target populations. In the past, the IMIG has measured 
blood pressure in the community and helped underprivileged Baltimore residents find health 

Jewish Medical Students Organization. The Jewish Medical Student Association encourages 
all medical students, regardless of specific affiliation (i.e., orthodox, conservative, reform or non- 
Jewish) to join and participate in the group's activities. The association works closely with the 
Jewish Community Center's Office for Graduate Studies which provides sponsorship for many 
of its activities, including Friday night dinners, talks on Jewish medical ethics and the building of 
a sukkah. The association also works with other schools on campus and in the Baltimore area to 
plan joint activities. 

Maryland State Medical Student Association. The Maryland State Medical Student 
Associafion (MSMSA) is a component of the Medical and Chirurgical Society (Med-Chi) of the 
State of Maryland, which is a state component of the American Medical Association. The 
MSMSA is involved in issues of health care, medical education and peer review, especially in 
the state of Maryland. MSMSA and AMA memberships are usually solicited together, and 
membership benefits include subscriptions to the Maryland Medical Journal, and the AMA 
News. The MSMSA provides active student representation in Med-Chi and the AMA. Also, 
there are several leadership opportunities for students in the AMA through MSMSA. 

Medical BreakAway. Medical BreakAway is a nonprofit organization established by medical 
students at the University of Maryland. The organization provides opportunities for medical 
students of all years to volunteer in international medical clinics in need during spring and 
summer breaks. The program emphasizes both medically oriented volunteer work and socially 
related community service projects. 

Medical Students for Choice. The University of Maryland's Medical Students for Choice 
(MSFC) Chapter is part of a broad organization of medical students at schools throughout the 
nation. The organization was founded by students who were concerned about the lack of 
abortion education in medical schools and residencies, the severe shortage of abortion providers, 
and escalating violence against providers. The University of Maryland Chapter hosts 
educational events, creates partnerships with other medical student groups and local pro-choice 
organizations, and works to incorporate abortion issues into the medical school curriculum. 

Military Medicine Interest Group. The Military Medicine Interest Group is a student 
organization dedicated to allowing medical school students involved in the military the chance to 
network with one another at the University of Maryland. The group will also serve to introduce 
interested students to the important and dynamic role of medicine in the military. Our hope is to 
provide a valuable pool of information that will help guide Maryland students on military 


scholarships through their military and medical careers, while also fostering an interest in and 
respect for the military by non-service members. 

Muslim Students and Scholars Association. The Muslim Students and Scholars Association 
(MSSA) is an umbrella organization supported by the University Student Graduate Association 
(USGA) with the intentions of: (1) Meeting the needs of the Muslim community on campus, (2) 
Promoting brotherhood and sisterhood among Muslims and Non-Muslims, (3) Conducting 
social, cultural, and religious events to bring about awareness of Islam and to dispel 
misconceptions of Islam on campus. Friday prayers are held regularly at the Veteran Affairs 
Chapel at 1:15 p.m. For more information on ongoing events on campus and in the Baltimore 
area, please refer to the MSSA webpage at 

Organization of Student Representatives. The Association of American Medical Colleges 
(AAMC) was founded over 100 years ago to improve the quality of American medical 
education. It now includes membership of 125 medical schools, 85 academic societies such as 
the American College of Physicians, and 435 teaching hospitals. It maintains numerous data 
sources available to its members and works cooperatively with other medical organizations such 
as the American Medical Association, and provides information and testimony to the U.S. 
Congress and other federal agencies concerning medical and health-related issues. 

The Organization of Student Representatives (OSR), the AAMC's student voice, is 
composed of one student representative from each medical school choosing to participate. OSR 
members gather at an annual meeting each autumn to discuss matters of concern to the nation's 
medical students and to elect an administrative board. The twelve-member administrative board 
meets quarterly with the boards of other AAMC councils to formulate AAMC programs and 
policies reflecting student views. OSR business is also conducted at regional spring meetings. 
The OSR delegate operates to channel information from the AAMC to the medical student body- 
at-large and vice versa on issues of medical education such as the match, changes in medical 
curriculum and student indebtedness. Thus, the OSR serves as an effective liaison between the 
nation's students and medical policy-makers to ensure consideration of student views. 

Pediatrics Interest Group. This group helps students learn about careers in pediatrics. It is 
student run with faculty input. Opportunities for volunteerism and mentoring are encouraged. 

Otitis Musica. Otitis Musica: Chamber Music ~ Do you sing or play a string, woodwind, or 
brass instrument? All skill levels are welcome. We rehearse sporadically for informal concerts. 
Dr. David Pumplin is a multi-talented musician and the group's 
faculty advisor. 

Pediatric Education Designed by Students. Pediatric Education Designed by Students or 
P.E.D.S. is a group geared to medical students interested in pursuing a career in pediatrics. The 
group will offer various speakers to highlight the different aspect of pediatrics and introduce the 
students to leaders in the field whom they might contact. In addition, P.E.D.S. aims to start a 
mentoring program with interested pediatricians both at UMMS and in the community for 
students who would like to further their interests in the field. Volunteer opportunities will also 
be offered to promote child wellness and enrich the student's pediatric education. 


Pediatric Pals. Pediatric Pals is a community service organization created by medical students 
for medical students. It provides a convenient, flexible and fun community service organization. 
Pals visit children who are in the pediatrics ward at the University of Maryland Medical System 
either on a weekly basis (1-4 hrs/wk) and/or during monthly parties on Saturday/Sunday 
afternoons. Pals play Nintendo, read books, sing, rock babies or just "hang out" and be a friend 
to scared, sad or lonely children. After a brief orientation, a Pal can choose as much or as little a 
time commitment as desired. 

Project H.O.P.E.: Helping Others Through Palliative Efforts. Project H.O.P.E. is an 

organization concerned with the needs of critically and terminally ill individuals of all ages. As 
a medical student, the ability to bring physical comfort to patients in the form of medications and 
therapies is obviously limited, yet the capacity to bring social and emotional comfort to them is 
limitless. Through potluck dinners, instructional workshops, medical rounds, and other 
activities, the members of Project H.O.P.E. reach out to the residents of the American Cancer 
Society Hope Lodge, to the children and families of the Bahimore Ronald McDonald House, and 
to the patients of palliative care clinics and hospice programs in the Baltimore area. Project 
H.O.P.E. also promotes awareness of various end-of-life issues through noontime speakers and 

Sports Medicine Interest Group. This group helps students learn about careers in sports 
medicine. It is student run with faculty input. Students interact with faculty who practice sports 
medicine-orthopaedics, family medicine, internal medicine, pediatrics and emergency medicine 
are represented. Students will have opportunities to shadow physician and physical therapists 
involved in this field. 

Student Interest Group in Neurology (SIGN). SIGN educates students on the field of clinical 
neurology as well as other clinical neurosciences. Activities throughout the year include 
speakers (clinical neurologists, residency directors, and other clinical specialists), neurology 
workshops, clinical neuroscience lectures, and a mentoring program for students. 

Student National Medical Association (SNMA). The University of Maryland Chapter of the 
Student National Medical Association (SNMA) is an organization of under-represented minority 
medical students that seeks primarily to provide academic and social support for minority 
medical students at the University of Maryland School of Medicine. The SNMA organizes study 
groups, provides valuable course information and review material, and facilitates organized 
discussions on course requirements and strategies between upperclassmen and entering students. 
The SNMA also seeks to involve itself in health and educational activities which benefit the 
surrounding community and its youth. In past years the SNMA has been involved in tutoring 
local high school students, presentations to inform high school and college students of medical 
school opportunities and health screening programs in the community. In addition, the SNMA 
has also sponsored activities for Black History Month which have included seminars and films. 
SNMA is active in programs that promote greater interaction among minority students, 
physicians, faculty and alumni. 


Substance Abuse Outreach. The Substance Abuse Outreach program is a joint Maryland - 
Hopkins program started under the Open Society Institute as a summer program. The program is 
intended to give 1 ^^ and 2"'^ year medical students a chance to work with persons suffering with 
substance abuse problems in a community setting. Currently, 20 students are working at Mattie 
B. Uzzle Outreach Center in East Baltimore doing substance abuse referral and assessments and 
weekly talks on various health topics ranging from HIV/ AIDS to Depression and Mental Illness. 
The program will also sponsor guest speakers on various topics relating to substance abuse both 
in Baltimore and nationwide. 

Surgical Lifestyles in Continuing Education. Surgical Lifestyles in Continuing Education 
(SLICE) provides students with an understanding of the professional activities members of the 
major, recognized surgical specialties. Members learn about the timing, structure and core 
competencies of residency training programs in the various surgical specialties. Cultural and 
lifestyle issues related to all realms of post-graduate career choices are discussed including 
surgical vs. nonsurgical, resident vs. attending, research vs. clinical, academic vs. private 
practice, urban vs. rural, etc. Members discuss sociopolitical issues facing surgical specialists 
today and the role of professional organizations in their address. The organization also provides 
members access to individual clinical experiences with surgical specialists in the field of their 

Wilderness Medical Society. The Wilderness Medical Society aims to introduce medical 
students to the issues and medical techniques specific (but not limited to) activities in the 
outdoors. Our scope of interest ranges from the provision of basic first aid for trauma situations 
to exploring the intricacies of exposure illness. We also promote the idea that such techniques 
engage common sense and personal improvisation in the face of unexpected emergency, whether 
one rock climbs or drives on the freeway. 


Academic Handbook. The Academic Handbook is the "official word" on medical school policy 
and life, written by those who run the various programs described — administrators, faculty, 
students. Although the book is prepared through the Office of Student Affairs, student 
participation and feedback contribute significantly to its effectiveness. 

The Plotnick Guide. The Plotnick Guide, a student-devised handbook, is given to students prior 
to the Junior Year to help ease the transition from "the classroom to the patient's room." This 
guide was conceptualized and written by Subha Airan following her Junior year with input from 
students and faculty. A wide variety of practical information about the hospital and "clinical 
pearls" are included in this useful handbook. 

Student Answer Book. Published by the UMB campus, this book describes campus-wide 
services such as housing, student health, libraries, the bookstore, and athletic facilities, as well as 
policies in such areas as sexual harassment, smoking, alcohol and drug use, and violence. 

The Yearbook (Terra Mariae Medicus). Since 1896 Terra Mariae Medicus has provided wide 
coverage of student life. It is a collection of moments and memories from the four years of 
medical school put together by the members of each senior class. Each senior receives a 
yearbook, the cost of which is included in the student activities fee. 


Institutional Governance and Planning 

The Committee System. Several committees are actively involved in shaping the School of 
Medicine, particularly the curriculum and other essential aspects of medical education. Students 
have a voice on these committees. The following committees/councils include students in their 

Curriculum Coordinating Committee (CCC) and Subcommittees. The task of the 
Curriculum Coordinating Committee is to continually study and evaluate the curriculum and 
methods of instruction, to make recommendations concerning changes and innovations in the 
curriculum and instructional procedures, to make a continuing study of the student achievement 
evaluation process and to recommend changes when necessary. In addition, the CCC 
Subcommittees, i.e., Year I/Year II Committee and the Clinical Years Committee (CYC), each 
include student representatives elected by their classmates. 

School of Medicine Council. Through the School of Medicine Council, representatives of the 
faculty, students, house staff, alumni and affiliated institutions and School of Medicine 
administration participate in the development of school policies. In addition, council members 
hear status reports from committees appointed by the dean. These include the reports of the 
Curriculum Committee, the Annual Admissions Report and those of the various search 
committees. The Council meets monthly during the academic year, offering students an 
excellent opportunity to develop an understanding of the issues affecting the operation and goals 
of the medical school. There are approximately 80 voting Council members, 1 1 of whom are 

Judicial Board. Acceptable behavior within the academic community, including proper 
behavior on examinations, falls within the purview of the judicial review system and its 
functioning body, the Judicial Board. The system and operation of the board are defined in the 
"Statement of Ethical Principles, Judicial Review System and By-Laws of the Judicial Board," 
which is printed in its entirety in the Academic Handbook and distributed to incoming freshmen 
at orientation. 

The board consists of a chairperson appointed by the dean and representatives of the 
faculty and students in the medical school community. Any member of the community who 
directly witnesses an act that he or she deems unethical should report the incident in a signed 
letter to the chairman of the Judicial Board. The board will then investigate the issue and hold 
hearings, as defined in the aforementioned document. Findings of the board and its 
recommendations with respect to the accused are forwarded to the dean. Three student 
representatives, one each from the sophomore, junior and senior classes, are appointed by their 
class presidents. 

Ethical Advisory Committee (University of Maryland Medical Center). This state-mandated 
committee is composed of about 25 physicians, nurses, social workers, administrators, clergy, 
attorneys and other personnel, and welcomes the input of students and residents as nonvoting 
participants. The committee advises hospital staff and families on requests regarding difficult 
ethical decisions such as life support for terminal patients, and also helps develop hospital policy 


regarding such critical situations. The committee also serves an educational function to hospital 
staff and reviews legal and legislative decisions. 

Special Task Forces. On occasion, special committees and task forces are established to 
examine school policies or curriculum issues. Where these issues have direct relevance to 
students, the classes are frequently invited to send representatives to these functions. Major 
changes in policy or curriculum typically take two or more years to plan and implement, and this 
can be frustrating to students who will be members of each class for only one year. At the same 
time, however, each group of entering students reaps the benefits of changes to which their 
predecessors have contributed and they now have the opportunity to leave a similar legacy to 
their successors. 

Student Health Services 

The Campus Health Office, located in University Family Medicine Associates (UFMA) offices 
at 29 South Paca Street, is open Monday-Friday from 8:00 a.m^:30 p.m. Students are seen for 
medical appointments by physicians, residents or a nurse practitioner at UFMA at the following 
times: Monday-Thursday from 8:30 am-7:00 pm, Fridays from 8:30 a.m.^:30 p.m. and 
Saturdays fi"om 9:00 a.m.-noon. After-hour coverage for emergencies is provided by the 
physician on-call at University Family Medicine. 

The cost of most care provided at student and employee health is paid for through the 
student health fee. Gynecological services, including health maintenance (PAP smears, etc.), 
family planning and routine problems, are provided by the family physicians, residents or nurse 
practitioner. Birth control pills are available at a reduced cost for students receiving their GYN 
care through student and employee health/family medicine. 

All students are required to have health insurance and an excellent insurance policy is 
available through the campus. At registration all full-time students must either purchase the 
UMB policy or waive it by showing proof of comparable coverage. The deadline for waiving 
the UMB policy is in mid-September. If proof of comparable insurance is not received at student 
and employee health by that time, the UMB policy must be purchased for each month the waiver 
is not presented. Demonstrated proof of comparable insurance is required each year the UMB 
policy is not purchased. 

Hepatitis B is an occupational illness for health care providers. It has serious 
consequences and can even be fatal. Immunization against Hepatitis B is required for medical, 
dental, dental hygiene, nursing, medical technology and PharmD students. The series of three 
immunizations is given at the Campus Health Office. 

All new students are required to complete a Report of Medical History and an 
Immunization Record form that documents immunity to childhood illnesses. Students failing to 
present these completed forms as freshmen will not be permitted to register for the sophomore 


Students' family members can be seen at Family Medicine Associates. The family 
physicians provide care for the entire family, including obstetrical and pediatric care. For 
additional information, call (410) 328-8792. 

Counseling Center 

The Counseling Center provides professional counseling services to students and their 
families. Students are encouraged to use Counseling Center services for help in dealing with any 
kind of personal problems they may have. Some of the more common problems that prompt 
students to seek help include stress, relationship problems, adjustment to changes in school or 
home life, loss of a loved one and problems with drugs, alcohol or food. 

Counseling services are completely confidential and no information is shared with 
administration or faculty without the student's written permission. This is not a training site; 
students are always seen by a professional — a social worker, psychologist, psychiatrist, or 
addiction counselor. Counseling is done on an appointment basis and student's class schedules 
can be accommodated in scheduling appointments. One will incur no out-of-pocket expense to 
use this service. Call (410) 328-8484 for additional information. 


Baltimore is a fun, friendly city with many affordable and convenient housing options. 
The brochure Housing Options describes on- and off-campus options for UMB students; it is 
available through the admissions office or by calling the Residence Life Office at (410) 706- 

The University Housing Office administrators the housing program for University-owned 
housing. The University owns 80 apartments in a traditional row house format known as 
Pascault Row. This complex includes efficiency, one-bedroom and two-bedroom arrangements. 
Each apartment is furnished and contains a living area, kitchenette and private bath and is 
designed to accommodate one-to-four students. The Pascault Row complex also has a laundry 
room with coin-operated washers and dryers and each apartment has access to storage in lockers 
on the ground floor. 

For housing application and/or information contact: 

University Housing Office 
222 N. Pine Street, Rm. 207 
Baltimore, Maryland 21201-1575 

The University of Maryland's off-campus housing program is a self-service program 
designed to help students identify housing options convenient to the University. Although the 
housing program is coordinated by University personnel, it is offered only as a convenient way 
to facilitate the housing search. The University does not inspect the properties listed through this 
service and therefore strongly encourages students to personally do so before signing a lease. 
The University has no relationship with the property owners, landlords or realtors who list 
property through this service. 


The University Housing Office maintains a kioslc in the lobby of the Baltimore Student 
Union with current information on apartments for rent, rooms for rent, house or condominium 
for rent or sale and roommate referral. There are also other types of off-campus housing 
information available at this kiosk such as Apartment Shopper's Guide and Home Buyers Guide. 

A website has been created for the University at 
Questions related to off-campus housing can be addressed by calling (410) 706-8087. 

Athletic Center 

The campus Athletic Center, located on the tenth floor of the Pratt Street Garage [(410) 
706-PLAY], offers a variety of programs including intramural sports, fitness/wellness activities, 
informal recreation, mini-courses and special events. The facility is equipped with two 
basketball and volleyball courts, a squash court, an expanded weight room with free weights and 
Paramount equipment, stationary bikes, stair, treadmill and rowing machines and areas to stretch. 
There are men's and women's locker rooms with a sauna and showers. Students are admitted 
free with valid student ID. Paid positions for students are available at the Athletic Center. 

Intramural sports include basketball, volleyball, racquetball, squash, tennis and softball 
for men, women, coed and open competition. 

It is the Athletic Center's goal to provide a comprehensive fitness and wellness program 
on campus. Participation in regular physical activity generally maintains or improves physical 
and mental well-being. The center offers a variety of aerobic classes, a total conditioning class, 
mini-screening, fitness walking program, and fitness assessments. Individual fitness assessment 
includes tests for heart rate, blood pressure, weight, flexibility, cardiovascular endurance, body 
composition and muscular endurance. Participants receive personal evaluation of their fitness 
levels along with specific suggestions for developing a healthy lifestyle. 

In conjunction with the University police the center also offers Rape Aggression Defense 
(RAD), a women's self-defense course. Sessions are offered throughout the year and are taught 
by trained and certified instructors. 

University of Maryland, Baltimore students may also use the athletic facilities at UMBC 
which include both indoor and outdoor Olympic-size swimming pools, outdoor hard-surface 
tennis courts and Nautilus weight-training equipment. A shuttle bus operates between the two 

Student Center 

The Student Center at Pine Street houses many services of interest to students ranging 
from an ATM, Auxiliary Services Office, University Bookstore, a Commuter Lounge with a big 
screen TV and computer terminals. Caravan Dispatch Center, a coffee bar, Counseling Center, 
meeting space. One Card office, the Residence Life Office to assist students with both on- 
campus and off-campus housing. Student Government/Student Oragnizations Office space, the 
campus-wide Student Service Office, vending machines, a Wellness Resource Center, and 
Writing Center. 


The building is open Monday through Friday, 8:00 a.m. through 1 1 :00 p.m. and on 
Saturday 10:00 a.m. through 2:00 p.m. to accommodate bookstore hours. To reserve meeting 
space in the Student Center call 410-706-8087 or stop by the Student Center Operations Office in 
Room 211. 

Parking and Transportation 

On-campus parking is available to students. Commuter students must have a parking 
permit ($5.00) which allows campus parking but does not guarantee a space. The best options 
are the Lexington Garage (Lexington and Pine Streets) and the Saratoga Garage (Saratoga and 
Arch Street entrances) at the current student rate of $4.00 a day (first-come, first served). 
Students may purchase student vouchers for parking instead of paying with cash. Once you 
purchase a student daily permit, you many buy the vouchers, which are sold in packages of 10 
for $40.00. 

Students who live in on-campus housing pay for parking by the semester or year and are 
guaranteed 24-hour parking in a garage adjacent to their residence facility. For more information 
about parking on campus, write Parking and Commuter Services, University of Maryland 
Baltimore, Baltimore, Maryland 21201, call 410-706-6603 or visit the website . 

Students who live in the communities adjacent to UMB can use the caravan shuttle, 
which operates in the evenings year round. An intercampus shuttle provides transportation 
between the University of Maryland Baltimore County (UMBC) and UMB. For schedules and 
information on either of these shuttles call the Parking & Commuter Services Office at (410) 

Public transportation makes the campus accessible by bus, subway and light rail. More 
than a dozen MTA bus routes stop in the campus area. The Baltimore Metro (subway) runs fi^om 
Charles Center downtown to Owings Mills in northwestern Baltimore County. A light rail line 
offers service with park-and-ride accommodations from Hunt Valley in northern Baltimore 
County to Glen Bumie in Anne Arundel County. The University Center stop is located at 
Baltimore and Howard Streets. 

School of Medicine Departments 

Anatomy and Neurobiology 
Professor and Chair 
Michael T. Shipley, PhD 

The brain is a major frontier in biological research. Significant progress has been made in recent 
years in understanding the brain, fi-om the level of molecular genetics and neural networks to 
behavior, the final product of neural activity. The Department of Anatomy & Neurobiology 
focuses on brain organization and function in medical, graduate and postdoctoral education. An 
outstanding heavily funded faculty, modem well-equipped laboratories and state-of-the-art 
instrumentation make this effort highly successful and internationally visible. 


Faculty Research Interests 

Major research efforts in the areas of developmental neurobiology, sensory systems and neural 
networks have been added to existing strengths in cellular neurophysiology and 
neuroendocrinology. A wide variety of research opportunities are made possible by extensive 
collaboration among departmental faculty and neuroscientists in other departments and at other 
institutions. Departmental faculty investigate questions from the molecular to the system level, 
from gene expression through assembly and function of specialized cell-membrane domains to 
development, function and plasticity of neuronal networks. Our faculty apply contemporary 
molecular, physiological and anatomical techniques to these questions. 

Undergraduate Medical Program 

The medical educational goal of the Department of Anatomy & Neurobiology is to provide a 
basis for understanding the development, structure and function of the human body. To this end, 
department faculty are major participants in two integrated teaching blocks, Blocks II and VI, 
and have minor teaching involvement in Blocks IV and VII. Block II, Structure and 
Development, combines gross human anatomy, microanatomy (histology), embryology, 
radiology, surgery and physiology. In Block VI, Neurosciences, neuroanatomy is integrated with 
neurophysiology, neurochemistry, neurobiology and clinical neurology. In both blocks, lectures 
are correlated with practical laboratory assigrmients. Thus, the student is provided with a 
comprehensive treatment of the subject matter and has ample opportunity to learn important 
clinical implications and research applications. 

Graduate and Postdoctoral Programs 

Graduate students are encouraged to investigate critical biological questions by applying a broad 
range of experimental approaches. Graduate programs lead to the PhD or MD/PhD degrees. 
The program of study is uniquely tailored to individual student needs to establish a foundation in 
molecular and cellular biology with a minimum of required coursework. In addition, courses in 
principles of neuroscience, developmental neurobiology, modem neuroanatomical methods, the 
structure-function of membranes, ion chaimels, synaptic transmission, imaging, and reproductive 
physiology and endocrinology are available as well as journal clubs in neuroscience, 
chemosensory neurobiology, membrane biology and reproductive biology. New courses in the 
analysis of neural networks and irmovative mini-courses that focus on scientific writing and 
preparation of grant applications to further prepare students to become competitive scientists are 

The department also has an NIH-funded postdoctoral training grant and attracts a high number of 
outstanding postdoctoral fellows. 


Martin Helrich Professor and Chair 

M. Jane Matjasko, MD 

The Department of Anesthesiology provides a required rotation for students during their junior 
year (GSUR 531-01). This weeklong rotation includes clinical experience in the operating room 
as well as didactic experience. Students receive instruction in basic airway, pharmacology and 


anesthetic techniques. A sub-internship rotation in the surgical intensive care unit and several 
month-long similar electives are offered by the department. A brief description of each course 

Sub-Internship (548-01) 

The goal of this course is to provide the student with clinical experience in the evaluation and 
management of critically ill patients, primarily, but not exclusively, surgical patients. The student 
spends the majority of the time during this rotation working in the surgical intensive unit (SICU). 
The student will participate in daily work and teaching rounds and have responsibility for the 
care of assigned patients under the direction of the SICU physician team. Students admit 
patients to the unit, perform history, physical and laboratory assessments, present patients on 
rounds and provide ongoing care. 

Anesthesiology (ANES 541-01) 

A month elective in anesthesiology providing active "hands-on" clinical participation to provide 
broad insight into the practice of anesthesiology. Students learn how this specialty functions in 
preoperative evaluation, intraoperative management and post anesthesia care as well as 
consultation services in pain management. Application of the basic sciences during anesthesia is 
also presented. 

Pain Management Center (ANES 542-01) 

This elective offers students broad exposure to strategies and techniques employed in pain 
management. At the University of Maryland Pain Management Center, students will participate 
in the evaluation and management of patients with chronic pain syndromes. Alternative therapies 
(acupuncture and hypnosis) are often incorporated. Students also participate in daily morning 
rounds on the Acute Pain Management Service. This consult assists in the management of 
hospitalized patients with particularly challenging post-operative use of opioids in pain 

Graduate Program 

The program has a continuing commitment to the development of astute clinicians, avid 
researchers, excellent graduate and undergraduate educators, and quality, compassionate patient 
care. The department administers over 20,000 anesthetics per year. 

The residency is accredited for the training continuum of three years. The diverse 
curriculum permits candidates to fulfill the educational requirements for entrance to the 
American Board of Anesthesiology examination system. Appointments are made at the C A- 
l/PGY-2 level. The Clinical Base Year (CB/PGY-1) is arranged by the candidate. 

Residency training consists of supervised daily instruction in the care of patients 
requiring surgery, obstetric care, pain management, critical care services, and preadmission 
evaluation. Experience is provided in postoperative care, resuscitation, respiratory and 
circulatory emergency care, and ventilator management. 


Postgraduate Fellowship 

Individuals may choose to complete subspecialty fellowship training (12 to 24 months) beyond 
the three clinical anesthesia years. There are accredited fellowships in critical care medicine and 
pain management, as well as advanced subspecialty fellowship training in cardiothoracic, 
neurosurgical, obstetrics, trauma, and research. 

A fiilly accredited one-year fellowship program is available in anesthesiology critical 
care. The curriculum includes nine months of critical care experience in the intensive care units 
at the University of Maryland Medical Center and Shock Trauma Center, one month of 
echocardiography, and two months of an elective. 

The accredited Pain Management Fellowship includes acute, chronic, cancer pain 
management with modalities of acupuncture, biofeedback, psychotherapy, physical therapy, 
nerve blocks, transcutaneous nerve stimulation, patient controlled analgesia, intrathecal and 
epidural opiates via implantable pumps. Clinical research opportunities are available. 

Biochemistry and Molecular Biology 
Professor and Chair 
Giuseppe Inesi, MD, PhD 

Biochemistry, including molecular biology and gene expression, seeks to understand the 
phenomena of biology in terms of molecular structure and interaction. It permeates all of 
modem biology and medicine and is a fundamental prerequisite to other medical sciences, 
particularly pharmacology, microbiology, cell biology, pathology and the clinical sciences. 

The teaching goal of the department is to present a concise but comprehensive lecture- 
conference course including as major subjects: proteins, enzymes, nucleic acids, intermediary 
metabolism, energy production and utilization, chemical aspects of hormones, protein and 
nucleic acid biosynthesis, with general reference to cell and molecular biology and genetics. 

The Department of Biochemistry and Molecular Biology faculty is involved in teaching 
the first-year blocks; Block IV-Cell and Molecular Biology, Block V-Neurosciences and Block 
VI-Functional Systems. 

Undergraduate Medical Program 

Cell and molecular biology courses are concentrated in a ten- week period in late fall of the 
freshman year. Activities include plenary lectures, small group conferences with problem-based 
learning, independent studies and a series of correlative medicine sessions to demonstrate the 
application of biochemistry to the understanding of human disorders. 

Graduate Programs 

The Department of Biochemistry and Molecular Biology also offers PhD programs, and a 
MD/PhD program. Classroom teaching for graduate students includes courses in introductory 
biochemistry and molecular biology, proteins and enzymes, biochemistry seminar, muscle: 
contractility and excitation-contracting coupling and advanced molecular biology. In addition, 


several professors are available as advisors for fulfillment of experimental theses in funded 
research laboratories. 

Students interested in biochemistry and cell and molecular biology are encouraged to 
contact individual faculty members about opportunities for part-time or summer research. 
Limited funds have been made available to support part-time research assistants. 

Faculty Research Interests 

Research interests within the Department of Biochemistry and Molecular Biology are numerous 
and include studies in membrane transport and membrane biochemistry, eukaryotic and 
prokaryotic molecular biology, virus assembly, enzymology, fluorescence and NMR 
spectroscopy. X-ray crystallography, calcium regulation mechanisms, receptor mechanisms, 
DNA damage/repair, as well as many others. 

In addition to the individual research programs within the Department, several members of our 
faculty have collaborative research activities within the Greenebaum Cancer Center. The 
department is also widely recognized for its Center of Fluorescence Spectroscopy, directed by 
Dr. Lakowicz; the High Resolution NMR facility directed by Dr. David Weber, a training 
program in muscle biology directed by Dr. Martin Schneider, and an NIH Program Project 
entitled "Local Signals and Macromolecular Architecture in Heart" directed by Dr. Rogers. In 
addition, a new faculty member to the Department is currently working with the Greenebaum 
Cancer Center to set-up a State of the Art X-ray Crystallography Facility. Together with the 
NMR facility, they should provide a tremendous research resource not only to our faculty 
members but to the School of Medicine as well. 

Professor and Chair 
Anthony A. Gaspari, MD 

Dermatology faculty teach in the second-year Immunology, Host Defenses and Pathophysiology 
and Therapeutics blocks. During the ambulatory block of the third year medicine students 
rotation, all students attend eight half-day sessions in the clinic with faculty and residents. 

DERM 541. Dermatology Elective. Dermatology may be taken as an elective during the fourth 
year. Students work together with the dermatology residents and attending physicians in the 
diagnosis and treatment of a large number of patients with cutaneous disorders. Emphasis is 
placed on developing proficiency in dermatologic examination and description. Students 
actively participate in grand rounds, daily seminars and the weekly journal club. They also 
attend the clinical sessions of the Maryland Dermatological Society. A brief oral presentation 
and short final examination are required. 

Graduate Program 

The University of Maryland has a three-year residency program in dermatology which stresses 
both the clinical and research aspects of this specialty. One year of internship in a primary care 
field is required. The usual conferences in a dermatology program, such as pathology. 


mycology, immunology and allergy, basic sciences, journal club, radiation therapy, 
pharmacology and clinical textbook review, are included in the program. 

Dermatology Residency Program 

The University of Maryland has a three-year accredited program in dermatology, which stresses 
both the clinical and research aspects of the specialty. Each house officer will be assigned 
his/her own patients during this time, and will average at lease 1 5 patients individually per day. 
We have the largest clinic in the area and have affiliations with the adjacent Veteran's 
Administration Medical Center. Our program offers a cooperative attending staff, a large 
number of patient encounters, excellent facilities, and a clinic experience where you see your 
own follow-up patients over an extended time. A good dermatologist requires knowledge of the 
progress of the therapy of chronic disorders. This knowledge can only be obtained by following 
patients for months to years. There are one or two residency positions available each year. 


The didactic training sessions are conducted by the faculty, selected by the residents and 
regulated by the resident staff. Conferences, including pathology (unknowns and test review), 
immunology and allergy, basic sciences, mycology, journal club, pharmacology unknown 
kodachromes and clinical text reviews are included in our program. 

Clinical Dermatology 

The clinics at the University of Maryland Medical Center and the Baltimore Veterans Affairs 
Medical Center meet in the mornings and afternoons respectively. All of the patients are under 
residents' care with monitoring by chief residents and/or attending staff. The fact that residents 
attend these clinics daily and have primary responsibility for the patients over the course of three 
years is unique in American dermatological training programs. Every afternoon, one resident 
serves as in-hospital consultant. Every morning, one resident runs a busy phototherapy unit at 
the VA. Surgical clinic meets weekly. 


Research experience is available at the University of Maryland dermatology service. Residents 
are required to participate in a project during their residency years. Adequate funds for supplies 
and technical help are in place. Any research proposal requiring the guidance of faculty in 
another department can be pursued in the laboratories of those departments within the medical 


The dermatological surgery experience is excellent. "Hands on" procedural instruction is 
routine. The Department of Dermatology has a full-time Mohs' surgeon and an excellent 
surgical conference schedule. A busy skin cancer surgery practice is available at the VAMC. 
Cosmetic dermatology clinics are also held once a month at our clinics. Residents, under the 
supervision of an attending, gain experience with these procedures. 


Elective time to pursue students' own interests with dermatology or other related fields has been 
made available for senior residents. This has been usually taken during the winter months, in 


such fields as pathology, immunofluorescence diagnoses, phototherapy or dermatological 

Student Electives/Fellowships 

We do not offer surgical or other types of fellowships. While we do not offer research positions 
or research electives, we do offer a clinical elective for 4th year students who have completed 
their internal medicine rotation. The elective is very popular, and priority is given to University 
of Maryland students. Interested students from other institutions should apply to the University 
of Maryland Office of Student Affairs with several months notice. 

Application Process 

Applications will be accepted THROUGH ERAS ONLY. The deadline for completed 
applications is December 1 of each year. Interviews are held in January by invitation only. We 
participate in the NRMP match. We will accept applications from individuals who have 
completed more than one postgraduate training year. Please address questions to the residency 
coordinator at (410) 328-5766. 

Diagnostic Radiology & Nuclear Medicine 
Professor and Chair 
Reuben Mezrich, MD, PhD 

Since German physicist Wilhelm Conrad Roentgen discovered the x-ray in 1895, radiology has 
become an integral part of our healthcare delivery system. With advances in technology, 
radiologic studies now establish or verify the diagnosis in three out of four cases of organic 
disease. The development and integration of nuclear medicine, ultrasonography, computed 
tomography and magnetic resonance imaging (MRI), has provided diagnostic imaging with an 
even more central role in diagnosis and selected (interventional) therapeutic procedures. The 
radiology department at the University of Maryland has state-of-the-art facilities and cutting- 
edge technologies, making it one of the most sophisticated in the world. 

Research Interests 

Clinical research is the main focus of departmental research activity. Multiple divisions within 
the department are pursuing a wide variety of research in state-of-the-art technologies including 
spiral CT, MR imaging, PET nuclear medicine imaging, teleradiology, and "filmless radiology" 
(picture-archiving and communications systems - PACS). The department was among the first 
in the nation to introduce CT fluoroscopy for intervention and portable CT for intensive care 
imaging. Specific projects include the development of CT angiography for the investigation of 
chest pain and cardiac disease, the assessment of MR pulse sequences to improve diagnosis and 
the use of ultrafast whole body CT for the rapid diagnosis of severe trauma. A complete 
computed radiography and PACS system is installed in University of Maryland Medical Center 
and the Baltimore VA Medical Center. 

The department is organized into the subspecialty sections of abdominal imaging, 
angiography/interventional radiology, breast imaging, chest radiology, musculoskeletal 
radiology, neuroradiology, nuclear medicine, pediatric radiology, trauma radiology and 
ultrasonography. The subspecialty organization and multiple interdepartmental conferences 


facilitate collaboration with diverse clinical specialties. Current projects include cooperative 
studies with physicians in the Greenebaum Cancer Center, MR evaluation of renal-pancreas 
transplants, CT assessment of patients undergoing lung volume reduction surgery. Many other 
projects are underway in cooperation with physicians in the Maryland Shock Trauma Center, 
evaluating the usefulness of CT and MRI in the diagnosis of head, visceral and skeletal trauma. 
Multiple cooperative cardiovascular nuclear medicine studies are progressing with the 
Department of Medicine's Division of Cardiology. 

Undergraduate Medical Program 

The Department of Diagnostic Radiology offers the medical student an opportunity to acquire a 
broad base of knowledge related to imaging in almost all aspects of medicine. Formal instruction 
begins during anatomy in the first year and pathology in the second year. During the third or 
fourth year, students may elect to take the basic radiology course (RADI 540). The curriculum is 
supplemented with small group case discussions with the faculty and contact through 
interdepartmental rounds and conferences involving radiology during clinical rotations. 

Third or Fourth Years Basic Radiology Elective, RADI 540 

Small groups of students are assigned for a period of four weeks to the radiology department. 
Groups are subdivided to allow individual instruction as the student rotates through a series of 
observation periods in selected subspecialties within the department. Students also receive an 
introduction to the Department of Radiation Oncology. Reading assignments, slide-tape 
exercises, a student teaching file and seminars form the core of the learning experience. Students 
attend departmental conferences and joint conferences with other departments. 

Third and Fourth Years Subspecialty Radiology Elective 

Students learn more about appropriate use of diagnostic imaging and interpreting images. The 
curriculum is flexible, tailored to the needs of the student's career choice. Students are expected 
to investigate a small aspect of imaging within their area of interest and make a short 
presentation to the faculty and residents. This presentation and overall performance, as 
evaluated by the curriculum supervisor, serve as the evaluation criteria for this elective. Students 
are given the opportunity (in all sections) to perform clinical and/or lab research, correlate 
imaging evaluations, do statistical analysis, run literature reviews, etc. 

Graduate Program 

A four-year residency is offered in diagnostic radiology at the University of Maryland Medical 
System. Fellowships are offered in computed body tomography/ultrasonography/MRI, 
interventional and vascular radiology, neuroradiology, critical care trauma, musculoskeletal 
radiology, women's imaging, nuclear medicine and chest radiology. 

Epidemiology & Preventive Medicine 

Professor and Chair 

J. Glenn Morris, Jr., MD, MPH & TM 

Modem epidemiology is a biomedical discipline at the interface of clinical practice and basic 
medical science. Preparation for the practice of medicine requires knowledge not only of clinical 


medicine and basic medical science, but also epidemiology, research methods, biostatistics and 
social science. 

The department is engaged in teaching, research and service across the spectrum of 
public health and preventive medicine. The faculty has expertise in clinical epidemiology, 
biostatistics, bioinformatics, environmental and occupational medicine, molecular epidemiology, 
pharmacologic epidemiology, clinical preventive medicine, health services research, aging, 
behavioral sciences, infectious diseases, international health, women's health and clinical 
research methods. 

Departmental courses, seminars, journal club, clinical assignments and supervised 
research experiences are offered to enhance the physician's capabilities in these areas of 
increasing importance to clinical medicine. Interdisciplinary relationships have been formed 
with other departments and clinics within the University of Maryland Medical Center and 
throughout the region. 

The department introduces principles of epidemiology and biostatistics, clinical research 
methods, occupational and environmental medicine and, organization of the health care system 
in the second year, and shows their application to clinical medicine in the third and fourth years 
of the medical school curriculum. 

MD/PhD students can elect to pursue their PhD degree in epidemiology or in molecular 
epidemiology. Another option for medical students interested in epidemiology and preventive 
medicine is a combined MD/MPH or MD/MS degree. 

The department sponsors an ACGME approved two-year residency program leading to 
board certification in preventive medicine. The program prepares physicians for positions in 
federal health agencies, state health departments, hospitals, medical schools, public heahh 
institutes and industry, as well as for the practice of clinical preventive medicine. 

Many of the graduate courses, tutorials and research experiences are available to medical 
students during their elective periods. Students are welcome at departmental seminars listed in 
the academic calendar and at the journal club which is scheduled each week throughout the 
academic year. 

Community service activities of the department are carried out in health planning, 
research and evaluation through active collaboration with hospital clinics, health departments, 
governmental agencies and voluntary organizations concerned with public health problems. 

Research Interests 

Department research activities cover a broad range of faculty interests. Clinical and community 
intervention studies are directed toward the causes and prevention of major chronic diseases. 
Environmental and genetic risk factors associated with disability are an area of active research. 
Research on hip replacement outcomes, as well as treatment of Lyme disease, exemplifies 
increased attention to the study of medical care effectiveness and outcomes. Behavioral change 
research, particularly smoking cessation and diet modification, focuses on establishing and 


maintaining a healthy life style. The department's program of international health has a research 
project on viral hepatitis in Egypt and investigates the prevention and control of infectious and 
tropical diseases in other parts of the world. Women's health throughout the life cycle has 
become a recent research concentration; musculoskeletal and reproductive health are of 
particular interest. 

Undergraduate Medical Program 
Second Year 

Biostatistical and epidemiological methods, principles of occupational and environmental 
medicine and organization of the health care system are integrated into the blocks of systems- 
oriented instruction in the second year. The emphasis is on providing practitioners with the tools 
necessary to evaluate the scientific medical literature critically regarding issues such as disease 
etiology and diagnostic testing, as well as preventive and therapeutic interventions. These 
concepts are introduced in lectures and applied in exercises in small-group sessions. The 
exercises complement systems-related material introduced by other disciplines and relate to 
research papers which address clinically relevant issues. 

Clinical Years 

The applications of preventive medicine to clinical medicine are integrated into clinical rotations 
both by formal presentations and by patient-related discussions with clinical preceptors. 
Emphasis is placed on the important role of the physician in health promotion and disease 
prevention and the application of evidenced-based medicine to clinical problem-solving. Senior 
year electives are offered in public health, occupational medicine, preventive medicine research, 
and international health. 


Elective opportunities are available for medical students, including tutorials with selected faculty 
members, supervised research experiences and field experience. Offerings include the 

PREV 541. Introduction to Public Health Practice 

PREV 542. Tropical Medicine and International Health 

PREV 545. Health Problems in Developing Countries 

PREV 589/599. Research in Epidemiology and Preventive Medicine 

Summer Fellowships 

Summer fellowships in preventive medicine are available to a limited number of students. Each 
student works closely with a faculty member and undertakes a research project in some aspect of 
preventive medicine or epidemiology. Students also participate in departmental seminars, 
journal club and workshops that enhance interaction with faculty members, residents and other 
students. Elective credit may be given upon completion of project requirements. 

Graduate and Postgraduate Studies 

The department's graduate program consists of a PhD in epidemiology and an MS in 
epidemiology and preventive medicine, as well as the MD/PhD, MD/MPH and MD/MS 
combined degrees available to medical students. Work toward the PhD in the combined 


MD/PhD degree program will normally occupy at least three years between the second and third 
years of medical school. Contact the MD/PhD program office [(410) 706-3990)] for information 
about stipends. The combined MD/MPH and MD/MS degrees may require one year in addition 
to the usual four-year medical school curriculum which also satisfies one year of the 
requirements for board certification in preventive medicine. 

The department has a postgraduate two-year residency program in preventive medicine 
leading to eligibility for certification by the American Board of Preventive Medicine. The 
residency provides a variety of individually planned opportunities for advanced study and 
practice in epidemiology, biostatistics, computer science, health care administration, gerontology 
and occupational health. Components of the residency program include required and elective 
graduate-level courses, a variety of seminars, journal club and workshops, supervised research 
experiences and field placements in public health or research settings. Course work leads to a 
Master of Science degree in epidemiology and preventive medicine or a Master of Public Health 

In cooperation with the Departments of Medicine, Pediatrics, Family Medicine and other clinical 
departments, combined residency programs may be arranged for qualified applicants leading to 
board-eligibility in both preventive medicine and a clinical specialty. 

Family Medicine 

Associate Professor and Acting Chair 

David L. Stewart, MD, MPH 

The Department of Family Medicine educates family physicians to render high-quality medical 
care to individual patients and families of all ages in a continuous and comprehensive manner. 
Family physicians are responsible for patient care at the point of entry into the health care 
system; providers or coordinators of health care at the secondary and long-term care phases of 
illness; and coordinators of tertiary care. 

The department offers educational experiences in family medicine for students at the 
University Family Medicine office, on the Family Practice Inpatient Service, and through an 
interdisciplinary, longitudinal educational program that is guided by a staff of experienced 
family physicians. Moreover, students may participate in community health services, supervised 
practice experiences and health care research. 

Within the discipline of family medicine, several areas are emphasized. The department 
provides regular house calls for 50 frail, homebound elderly in the city. The department has a 
division of behavioral medicine that further integrates the teaching of basic science, clinical 
medicine and the psychosocial aspects of health care. The division assists in the education of 
substance abuse, training issues related to family violence and abuse, and common mental health 
conditions seen in family medicine, such as anxiety and depression. 

The department has a Program in Complementary Medicine (CMP). The 
Complementary Medicine Program is an interdisciplinary program within the University of 
Maryland School of Medicine which consists of four inter-dependent units: 1) research 2) 


database/literature evaluation 3) education and 4) clinical care. CMP is directed by Brian 
Herman, MD and currently employs 25 people. The academic offices of CMP are based in the 
Mansion House at the James L. Keman Hospital; basic science lab is located in the School of 
Medicine's Howard Hall, and the integrated medical clinic is part of the University Physicians' 
clinic at Keman Hospital. A scientific advisory board meets yearly to give guidance on all 
aspects of the Program. 

The department has developed an active sports medicine division. Family medicine 
physicians participate in the care of the Baltimore Ravens, University of Maryland Terrapins and 
the Coppin State athletes. A fellowship in primary care sports medicine is available. 

The department has a major focus on providing health care to underserved patients and 
communities, involving community outreach and disease prevention. 

Research Interests 

The research efforts of the Department of Family Medicine reflect the broad interests of the 
department's faculty. Current projects, which are clinically oriented and relate to current medical 
problems, range from epidemiologic studies to evaluations of specific therapies. The department 
has a strong interest in health promotion and nutrition, especially as they relate to the family and 
the elderly. The department concentrates on investigating ways to improve community health. 
Collaborative efforts with other departments involve investigations into health promotion, 
screening for HPV infections and the management of the abnormal PAP smear. During their last 
year of training, all family medicine residents are required to complete a research project and to 
present their results at the Annual Family Medicine Residents' Research Day. The department 
faculty, fellows and residents present their research at national meetings, and in journals, books 
and other publications. 

Undergraduate Medical Program 

Minimester Electives. During the summer months, students may elect to spend time in the 
office of a selected family physician in order to observe the varied professional activities of a 
physician practicing in the community. During preceptorship experiences, students may 
participate in direct patient care or primary health care research. 

Family Care Track Program. The Family Care Track (FCT) is an elective undergraduate 
experience designed to teach medical students the principles of family medicine with a focus on 
the urban, poor, multi-problem family. It provides a continuous clinical experience through all 
four undergraduate years. Students are assigned to follow families over the first two years in the 
department's Family Practice Centers. The families are selected to provide exposure to obstetric, 
pediatric and geriatric care, and to family dysfunction. Supervision is provided to the individual 
student and through the use of small group integration seminars for case discussion. The 
students also are required to complete a community medicine seminar series, a social services 
preceptorship, a needs assessment, a community project and a four-week clinical preceptorship 
in sites, including some located in health-professional shortage areas. 


up to 40 students are selected each year from the freshman Longitudinal Elective in Family 
Medicine to participate in the FCT program. Credits for this elective include four weeks of 
senior elective credit at the completion of the program. 

Longitudinal Ambulatory. The longitudinal ambulatory clerkship is designed to: 1) give 
students a longitudinal experience in primary care, 2) help the student integrate the management 
of patient problems through the continuum of initial presentation, outpatient and inpatient 
clinical medicine, and 3) allow the student to have an extended interaction with a primary care 
physician for role modeling purposes. Students spend one afternoon every other week with a 
primary care physician (pediatrician, family practitioner or general internist) during their junior 
year of medical school. 

Third-Year Family Medicine Clerkship. The family medicine clerkship focuses on the 
guiding principles of family medicine: continuity and coordination of care, comprehensiveness, 
community, prevention, and family. Students spend four weeks in a family medicine practice in 
either an urban or suburban locale. Each Friday during the clerkship students meet at the 
Department of Family Medicine for a series of lectures on the family life cycle and to research, 
evaluate, and present case studies/patients. 

Senior Elective in Family Practice. In this elective, students work with a community family 
physician preceptor. They have the opportunity, under supervision, to manage problems typical 
of a busy practice, ranging from obstetrics to geriatrics. There is ample opportunity to be 
involved in coordinating continuous care of patients over a four-to six-week period. Students 
begin to understand the patient in relation to family, job and environment. Furthermore, the 
student observes the role of the physician in society, the social and civic obligations and 
responsibilities to the patient. Site options range from urban health manpower shortage sites to 
rural private practice. In these varied settings, students are expected to conduct a limited clinical 
investigation, using data collected in the practice, and to attend weekly Alcoholics Anonymous 
or Al-Anon meetings in the community. 

Senior Sub-Internship in Family Practice. The Department of Family Medicine offers an 
eight-week internship to senior students. This is an extensive inpatient experience utilizing the 
family medicine inpatient service. Variety is a major attraction as the patients' needs range from 
newborn care and obstetrics to adult general medical and geriatric care. The student is exposed 
to the family practice approach to inpatient care with an emphasis on interdisciplinary, 
comprehensive and continuous care and participates in night and weekend call. Students may 
choose to accomplish the rotation at University of Maryland Medical Center or Union Memorial 
Hospital. The rotation at Union Memorial is primarily an internal medicine experience. 

Senior Ambulatory Clerkship in Family Practice. Students may select University Family 
Practice as an option in the required Senior Ambulatory Course. This eight-week rotation 
exposes students to the clinical practice of the Department of Family Medicine residency 
program. In this setting, students are scheduled to see patients daily in the University Family 
Practice Center, work with a variety of preceptors from the Department of Family Medicine and 
participate in didactic sessions. This ambulatory experience is designed to expose students to the 
principles and practice of family medicine. 


Graduate Medical Program 

The University of Maryland's approved three-year residency in family practice is one of the 
oldest in the nation. Approximately 30 residents are enrolled in a three-year program. The 
program's goal is to provide comprehensive training in the specialty, utilizing the latest 
information and educational methods. Resident training takes place both at University of 
Maryland Medical Center, where the expertise of faculty in all specialties can be utilized, and in 
several community hospitals where the residents are exposed to a wide variety of patient 
problems. Flexibility is maintained through the availability of electives in order to accommodate 
specific needs of the trainee. Although the majorit>' of graduates are actively engaged in family 
practice in rural, suburban and urban areas, a significant number are pursuing academic careers. 

Medical and Research Technology 
Professor and Interim Chair 
Sanford A. Stass, MD 

Medical technology (clinical laboratory science) provides information crucial to the diagnosis 
and prevention of disease, the management of patient therapy and maintenance of health. 
Medical technologists are involved in performing laboratory procedures ranging from 
identification of microorganisms to analysis of body fluids, and providing blood for emergency 
transfusion. Biomedical science focuses upon the discovery, development and production of 
diagnostic products and biopharmaceuticals. The biotechnologist uses skills in molecular and 
cellular biology, immunology, protein chemistry and microbial fermentation to produce reagents 
and products used in industry, medicine, and in basic and applied research. 

Faculty Research Interests 

Major research efforts are in areas of molecular regulation of Gram negative bacterial 
pathogenesis, the anti-cancer function of inositol hexaphosphate (IP6), the molecular study of 
Bdellovibhos, and fetal alcohol syndrome. The Department also conducts beta testing on home 
glucose monitoring systems. 

Undergraduate Program 

The department currently offers a Bachelor's of Science degree with a concentration in either 
Medical Technology (Clinical Laboratory Science) or Biomedical Science Research 
(Biotechnology). These programs combine the strengths of a major research university with the 
benefits of small classes and a high faculty-to-student ratio. As a component of a large academic 
health center, the Department of Medical and Research Technology affords students unusual 
opportunities to participate in a stimulating educational environment while gaining practical 
experience in clinical laboratory science and biotechnology through clinical rotations and 
extemships in industry. 

Students transfer into the program in their junior year following the completion of 60 credit 
hours of prerequisite coursework at a regionally accredited community college or university of 
their choice. Those attending two-year institutions may transfer directly to the Department of 
Medical and Research Technology. Most students complete the professional curriculum in two 
years; however, a three-year, part-time option is available for non-traditional students. To 


promote the departmental philosophy of life-long learning, all students participate in a 
formalized student professional development program. 

Students completing the medical technology program are eligible for certification from national 
agencies such as the American Society for Clinical Pathologists, MT(ASCP) and the National 
Certifying Agency, CLS(NCA). The medical technology concentration of study fulfills 
requirements set forth by the National Accrediting Agency for Clinical Laboratory Sciences, and 
the department has received a full seven-year accreditation. Students completing the Biomedical 
Science Research Track are eligible for certification from the National Accrediting Agency as a 
specialist in Molecular Biology [CLSp(MB)]. 

The department has successfully developed a minority outreach program that has contributed to 
one of the highest percentages of minority enrollment in a science-based curriculum at a majority 
institution. In addition, a post-baccalaureate certificate program is offered during the day for 
those individuals who have a bachelor's degree and seek certification in one of the specialty 
areas of the clinical laboratory, such as chemistry, hematology, microbiology, and 

Graduate Education 

The department also offers a Master of Science degree in Medical and Research Technology in 
which students may enroll in either the biomedical science research track or the laboratory 
management track. The graduate program is designed to provide advanced technological, 
managerial, and research skills to students with a BS degree in clinical laboratory science, 
biomedical science research, or other science-related fields. Laboratory management track 
students must complete a Laboratory Management Practicum that includes submission of a 
management dossier containing a professional paper written by the student. One-year of 
professional work experience is required for acceptance into the laboratory management track. 
Students in the biomedical science research track must complete a thesis. 

Categorical Certificate Training Program in Medical Technology 

The Department offers a Categorical Certificate Training Program in Medical Technology 
(Clinical Laboratory Science) for individuals who possess a baccalaureate or advanced degree in 
chemistry, biology, or other basic sciences. Training is offered in four specialty areas: clinical 
chemistry, clinical microbiology, blood banking, and hematology. Students enrolled in this 
program become eligible for certification as Categorical Medical Technologists through the 
American Society of Clinical Pathology. This rapid-training program can be completed in one 
calendar year. 

Clinical Affiliations 

During the final component of the program, students in the medical technology track complete 
clinical practice courses in four specialty areas: hematology, blood banking, microbiology, and 
clinical chemistry. The department is affiliated with clinical facilities in the Baltimore- 
Washington area. Clinical facilities include university-based and community hospitals, as well as 
independent laboratories, located throughout the Mid- Atlantic region. 


Research Affiliations 

The biomedical science research concentration requires students to complete five months of 
extemships which may be undertaken in an academic research laboratory or in industry. 
Extemship sites are located predominantly in the Rockville/Gaithersburg research corridor. 
The number and variety of clinical and research sites are assets that set apart from others the 
University of Maryland School of Medicine's medical technology and biomedical science 
research programs, and allow students to experience several different work settings. 
For additional information contact: 

Student Affairs Coordinator 

Department of Medical and Research Technology 

University of Maryland School of Medicine 

Allied Health Building, Room 440-B 

100 Penn Street 

Bahimore, Maryland 21201 



Theodore E. Woodward Professor and Chair 

William L. Henrich, MD 

The Department of Medicine, or internal medicine as it is called in some schools, teaches the 
body of medical knowledge that enables one to diagnose and treat the illnesses of adults 
primarily with medicines rather than with operations. 

The practitioner of internal medicine is usually called an internist, but he or she may be 
referred to by the title physician, in the specialized use of the word, which can also be applied to 
any medical doctor. An internist may be a cardiologist, an endocrinologist, a gastroenterologist, 
a rheumatologist or a practitioner in one of the dozen or so specialties of internal medicine. But 
the internist always remains the physician (or the diagnostician as internists were called in 
former times) whose special competence is solving difficult diagnostic problems and personally 
applying or obtaining from a colleague the best treatment available. 

The term internal medicine, which derives from the German Innere Medizin, was first 
used during the nineteenth century when many American physicians traveled to Germany and 
Austria for training in what were then the leading clinics and medical laboratories. According to 
one medical historian, "Within a decade or so after 1880, internal medicine was differentiated 
from ordinary clinical medicine, the simple natural history of disease, by emphasizing that it was 
based on experimental work in physiology and physiochemistry." Internists have always 
required special training to acquire their knowledge and skills and have continuously shown a 
particular interest in the scientific basis of clinical work. 

Educating medical practitioners for the state and the nation is the principal training 
responsibility of the faculty of the Department of Medicine, but they also seek to develop in 
some students a desire to make useful discoveries through basic or applied research. 


Fundamental advances in the causes and treatment of disease have often been made by internists, 
for example, the work on cholesterol metabolism which in 1985 brought the Nobel Prize in 
Medicine and Physiology to two internists, one a gastroenterologist and the other a geneticist. In 
keeping with this traditional devotion to the value of research, the Department of Medicine 
provides many opportunities for students to participate in research and strongly encourages all 
who may have an interest to experience laboratory work with investigators. 

Undergraduate Courses 

First and Second Years 

The Department of Medicine faculty teach in the first-year Neurosciences and Functional 
Systems blocks, and in the second-year Pathophysiology and Therapeutics, and Immunology, 
Host Defenses, Infectious Disease, Epidemiology and Preventive Medicine blocks. 

Second Year 

PDIA 520. History and Physical Examination. Eliciting an accurate story of the patient's 
complaints (the history) and detecting abnormal findings by physical examination constitute the 
fundamental skills of every physician. To acquire these abilities, students attend introductory 
lectures from members of the faculty; afterwards, groups of two students meet weekly with 
instructors in one of the University of Maryland's teaching hospitals. The students interview and 
examine patients with a wide variety of illnesses and then discuss the findings with their teacher 
who correlates the observations with pathophysiological abnormalities being studied in basic 
science courses. The course also includes small group sessions with instructors from neurology, 
pediatrics and psychiatry. This will be incorporated into the Introduction to Clinical Practice 
block given longitudinally in the sophomore year. 

Third Year 

MEDC 530. Clinical Clerkship. This is the fundamental course in internal medicine for medical 
students. The clerkship lasts 12 weeks with eight weeks of inpatient internal medicine and four 
weeks of ambulatory internal medicine. For eight weeks, the students work with the medical 
teams caring for inpatients at two of the department's three primary teaching hospitals: 
University of Maryland, Baltimore Veterans Affairs and Mercy Medical Centers. Students may 
also have a one-month inpatient rotation at one of our Med Star community affiliates. Union 
Memorial Hospital or Franklin Square Hospital. Students join the interns, residents, and nurses 
for work rounds at 7:00 a.m., attend Morning Report at 8:15 a.m., and participate in daily 
teaching rounds with their attending physician from the faculty at 9:00 a.m. Conferences are 
held daily; some are case-based sessions facilitated by members of the faculty and are designed 
to teach problem solving ability. During other sessions, students join the residents and facufty at 
medical grand rounds, morbidity and mortality, ambulatory conference, as well as Morning 
Report. During the afternoons and evenings, clerks participate in the care of the team's patients. 
Students obtain histories, perform physical examinations, obtain and evaluate other aspects of the 
patient's database, and develop diagnosis and treatment programs with the residents and faculty. 
During the four weeks of ambulatory medicine, students are assigned to one of several 
university-based or community sites. The goal of this rotation is to introduce students to the 
basic concepts of ambulatory medicine. These include problem focused assessments, decisions 
about urgency and principles of access and continuity of care. Students may spend time in acute 


walk-in clinics, general medicine and primary care clinics, as well as selected subspecialty 

Fourth Year 

MEDC 548. Student Internship (Subintemship in Medicine). The 4-week student internship in 
internal medicine, all of which must be spent on the medical services at the University of 
Maryland, Baltimore Veterans Affairs or Mercy Medical Centers. These inpatient services 
include general medicine teams, subspecialty services, such as infectious diseases and oncology, 
and intensive care units, such as the Coronary Care Unit and Medical Intensive Care Unit. 
Student interns function in the capacity of graduate physicians under the close supervision of the 
resident and attending physician. Subintems are on-call in the hospital with their resident 
physicians one out of four nights. The amount of responsibility delegated to subintems depends 
upon the extent of each student's knowledge, dedication and maturity. Successful completion of 
a subintemship in medicine provides superb preparation for residency training. 

Laboratory and Clinical Research Electives. The faculty of the Department of Medicine 
strongly encourages all students to join them on a full-time or part-time basis to participate in 
research projects being conducted in the department. This experience may be scheduled at most 
times of the year. Students with an interest in investigation should talk with members of the 
faculty or the chair about the many opportunities available in the Department of Medicine. 

Graduate Program 

Residency Training. Training in internal medicine continues after graduation from medical 
school in the Department's residency program. Approximately 45 graduates from leading 
medical schools are appointed to first year residency positions on a competitive basis. Residents 
receive their training at University of Maryland and the Baltimore Veterans Affairs and Mercy 
Medical Centers in addition to numerous ambulatory sites. Most first year residents continue 
their training in internal medicine for an additional two years, thus becoming eligible for 
certification as diplomats of the American Board of Internal Medicine. A four-year medicine- 
pediatrics track is available to individuals interested in certification in both internal medicine and 
pediatrics. Also, a five-year track in medicine-emergency medicine is available. All residents 
receive intense clinical training in primary care and the medical subspecialties in a variety of 
ambulatory and inpatient settings under close guidance of the department's faculty. While 
completing the broad core curriculum, residents have the opportunity to explore clinical and 
basic science research areas or engage in individualized electives. Residents are expected to 
develop their leadership, teaching and professional skills while gaining expertise in the vast 
expanse of internal medicine. Residents completing the training program are very successfiil at 
securing subspecialty fellowship, primary care or hospitalist positions of their choice throughout 
the country. Several of the graduates continue in academic positions both at the University of 
Maryland and other prestigious institutions. 


Division of Cardiology 

Professor and Head 

Associate Professor and Acting Head 

Mark D. Kelemen, MD 

Undergraduate Courses 

First and Second Years 

Selective lectures are given on cardiology topics as part of the Cell and Molecular Biology, 
Functional Systems and Pathophysiology and Therapeutics courses. Cardiac physical diagnosis 
is taught in lecture and in small groups incorporating normal subjects and patients with abnormal 

Fourth Year 

CARD 541-01. Clinical Cardiology Elective. Students are given the opportunity to actively 
participate in patient evaluation and management recommendations on the consultative services 
at either University of Maryland Medical Center or the Baltimore Veterans Affairs Medical 
Center, working closely with a cardiology fellow and attending cardiologist. Skills in 
electrocardiographic interpretation are taught at sessions three times a week specifically directed 
to senior medical students. The rotation includes the opportunity for the student to observe both 
invasive and non-invasive cardiology techniques. 

Numerous conferences are held weekly within the cardiology division and student 
attendance is encouraged. Specific conferences of interest to the students include EKG 
interpretation, echocardiographic interpretation, clinical cardiology and cardiology grand rounds. 

Post Graduate Program 

The Division of Cardiology offers a three year clinical fellowship with additional training 
available in interventional cardiology and electrophysiology. Clinical fellows develop skills in 
echocardiography, electrocardiography, exercise testing, nuclear cardiology and diagnostic 
catheterization. Patient management and consultations skills are emphasized. Fellows are 
encouraged to participate in clinical and basic science research projects. 

Hypertension Section (Division of Cardiology) 
Professor & Head 
Elijah Saunders, MD 

Undergraduate Courses 
First and Second Years 

Selective lectures are given on hypertension as a part of the physiology, pharmacology, 
pathology and preventive medicine courses. 

Fourth Year 

Electives are available for fourth-year students who will be exposed to and participate in the 
entire program of the hypertension section of the Division of Cardiology. This includes 


experience and supervision in the diagnosis and treatment of hypertensive patients primarily on 
an outpatient basis. Daily rounds by senior members of the hypertension division will include 
students electing this rotation. Students will attend the Hypertension Faculty Practice Office and 
participate in the care of private patients in a very busy office devoted to the care of difficult 
hypertension problems. Students will participate in ongoing clinical research programs when 
appropriate. Students may also elect to attend the weekly cardiology clinical rounds sponsored 
by the Cardiology Division and the Hypertension and Vascular Biology Center research rounds 
when scheduled. 

Summer Fellowships 

Summer fellowships in hypertension are available to junior and second-year students (who have 
taken physical diagnosis). Participation in clinical drug trials will be offered. 

Graduate Program 

Electives for a minimum of one month are available for house officers-in-training at the 
University of Maryland Medical Center and relevant conferences in the Baltimore community 
can be attended. Electives are encouraged for residents interested in cardiology, nephrology or 
endocrinology as well as a career in internal medicine with emphasis on hypertension. Trainees 
will have an opportunity to work with hypertension specialists from other institutions affiliated 
with the University of Maryland Medical Center the Maryland Department of Health and Mental 
Hygiene, the Hypertension Commission of Maryland, the American Heart Association, and the 
Baltimore Alliance for prevention and treatment of hypertension and diabetes, and other 
programs in the community which have an interest in hypertension. 

Although the hypertension section in the Division of Cardiologydoes not currently have an 
independent fellowship program, training opportunities for fellows in Cardiology andother 
divisions can be arranged. 

Division of Endocrinology, Diabetes and Nutrition 
Professor and Head 
Alan R. Shuldiner, MD 

Undergraduate Courses 
2nd-4th years 

Research fellowships during the summer (8-10 weeks) and part-time and full-time during the 
school year are offered for students interested in intensive basic and/or clinical research training. 
Students are matched with a faculty member based on their research interests. Ongoing basic 
research interests of the division's faculty members include molecular genetics and genetic 
epidemiology of type 2 diabetes, obesity, osteoporosis, hypertension and cardiovascular disease, 
thyroid disease, and longevity; molecular mechanisms of insulin resistance, pancreatic beta-cell 
ontogeny, growth and maintenance; and functional genomics of adipose and muscle tissue in 
diabetes, obesity, and insulin resistance. Clinical research interests include genetic and 
physiological control of energy homeostasis, glucose metabolism and insulin secretion in 
humans, pharmacogenetics, prevention and treatment of macro vascular and microvascular 
complication of diabetes, growth hormone deficiency in adults, as well as clinical trials of agents 
to manage diabetes, obesity and their complications. Students receive didactic teaching in the 


molecular, cellular and pathophysiological basis of endocrine disorders and diabetes and 
participate in weekly grand rounds, clinical conferences, research seminars and journal and data 
presentation sessions. 

Second Year 

PATH 520. In the second semester an intensive two-week course is given in collaboration with 
the departments of pathology, pharmacology, pediatrics and ob-gyn. The course emphasizes the 
pathophysiologic basis for clinical disturbances of endocrine functions. 

Fourth Year 

ENDO 541. Clinical Endocrinology and Diabetes Elective. Seniors are provided a broad clinical 
experience through a four- week concentrated period of training devoted to a study of patients 
with clinical disorders of endocrine function. Students are involved in the day-to-day diagnostic 
evaluation and management of both hospitalized patients and outpatients, and participate in 
weekly clinics (general endocrinology, diabetes, thyroid cancer, hypertension, bone) under the 
direct supervision of staff members. The pathophysiologic basis for diagnostic and management 
aspects is presented at daily rounds and at weekly in-depth clinical conferences, research 
seminars, grand rounds and journal club. A separate elective of 8-12 weeks available to 
interested students who may desire a longer period of training and/or who wish to pursue a 
clinical or laboratory research project in depth. 

Clinical Endocrinology and Diabetes Rotation (Residents) 

Full-time or part-time positions are available for selected candidates who have usually completed 
one or more years of house officer training. The purpose of this rotation is for residents to gain 
an in-depth understanding of the pathophysiology of endocrine disorders and diabetes, and to 
gain hands-on experience in diagnosing and treating these disorders. The resident will work 
closely with the fellow and attending physician, and will consult in both ambulatory and hospital 
settings to obtain a broad exposure and experience in diagnosis and treatment of 
endocrinopathies (thyroid, parathyroid, neuroendocrine, adrenal, bone, reproductive, pediatric). 
Extensive training in the diagnosis and treatment of diabetes and its complications is provided at 
the University of Maryland Joslin Diabetes Center, including inpatient rotations through the 
renal and pancreas transplantation services. Didactic sessions include weekly grand rounds, 
clinical conferences, research seminars, and journal and data presentation sessions. Residents 
also have the opportunity to become engaged in basic or clinical research. 

Postgraduate Fellowships (Clinical Endocrinology and Research) 

Full-time positions are available to selected candidates with MD degrees who have usually 
completed two or more years of house officer training. Broad clinical inpatient and outpatient 
activities are designed for subspecialty board preparation. Applications and interviews are 
required. Competitive stipends are offered. Fellows consult in both ambulatory and hospital 
settings to obtain a broad exposure and experience in diagnosis and treatment of 
endocrinopathies (thyroid, parathyroid, neuroendocrine, adrenal, bone, reproductive, pediatric 
endocrine). Extensive training in the diagnosis and treatment of diabetes and its complications is 
provided at the Joslin Diabetes Center, including inpatient rotations through the renal and 
pancreas transplantation services. Didactic sessions include weekly grand rounds, clinical 
conferences, research seminars, and journal and data presentation sessions. The fellowship is a 


two-year program in which the first year is predominantly clinical and the second year (with an 
option for a third and fourth year) is predominantly research. All fellows conduct independent 
clinical or basic research programs with graduated autonomy. 

Postgraduate Fellowships (Basic and Clinical Research) 

Full-time and part-time research opportunities are available for candidates with MD or PhD 
degrees in basic and/or clinical research. All fellows conduct independent clinical or basic 
research programs with graduated autonomy. Interested candidates can apply for these positions 
by submitting their Curriculum Vitae with a cover letter describing their interests in 
endocrinology and diabetes research. Competitive stipends are available. Typically postdoctoral 
fellows devote two to three years to an intensive research experience. Ongoing basic research 
interests of the division's faculty members include molecular genetics and genetic epidemiology 
of type 2 diabetes, obesity, osteoporosis, hypertension and cardiovascular disease, thyroid 
disease, and longevity; molecular mechanisms of insulin resistance, pancreatic beta-cell 
ontogeny, growth and maintenance; and functional genomics of adipose and muscle tissue in 
diabetes, obesity, and insulin resistance. These research activities are performed in the division's 
state-of-the-art basic research laboratories located on the 4* floor of Howard Hall. Clinical 
research interests include genetic and physiological control of energy homeostasis, glucose 
metabolism and insulin secretion in humans, pharmacogenetics, prevention and treatment of 
macro vascular and microvascular complication of diabetes, growth hormone deficiency in adults, 
as well as clinical trials of agents to manage diabetes, obesity and their complications. This 
research is performed at the Joslin Diabetes Center, the General Clinical Research Center, and in 
the Division's Amish Diabetes Research Clinic in Lancaster, Pennsylvania. Didactic sessions 
include weekly grand rounds, clinical conferences, research seminars, and journal and data 
presentation sessions. Emphasis is also placed on faculty development including the potential 
for graduate course work, and formal and informal training in grant and manuscript preparation. 

Division of Gastroenterology and Hepatology 
Professor and Head 
Jean-Pierre Raufman, MD 

Undergraduate Courses 

Fourth Year 

GAST 544-01. Clinical Elective. This is a broad clinical experience in consultations, literature 
review and conferences on gastrointestinal (GI) and liver problems. Students evaluate 
consultations with GI fellows and senior staff; plan diagnosis and management; and follow 
patients through definitive treatment and discharge. The rotation includes attendance at six hours 
of conference, 10 hours of GI clinical rounds and four hours of clinic experience weekly. 

Summer Research Electives. GI, liver and nutrition electives are available and may carry a 
stipend. Individually arranged. 


Division of General Internal Medicine 
Associate Professor and Head 
Louis J. Domenici, MD 

The general internist at this institution is an individual who is: 1) skilled in all facets of health 
care, both acute and chronic, as well as the ambulatory and inpatient level; 2) an educator of 
peers, students and the public; 3) interested in the impact of health care delivery and its 
evaluation; 4) an able administrator capable of management decision-making and plarming; 5) an 
active participant in the affairs of the community. In addition, the division of general internal 
medicine provides education, clinical training and research experience for medical students and 
graduate trainees to the fellowship level. 

The goal of the general internal medicine program is to prepare physicians through 
inpatient, ambulatory and elective experiences during the students' clinical years and continue 
with an extensive graduate medical education program. The division's faculty deliver a wide 
range of primary and consultative health care services for ambulatory and hospitalized patients at 
university clinical sites, which are also used for student and resident medical training. These 
clinical sites offer health care to university campus professionals, seniors, veterans and the inner 
city indigent. 

Research Interests 

The broad research interests within the division include healthcare worker occupational health, 
quality measurements in residents and employees in long term care, evaluation of physician and 
patient behavior relevant to preventive practices, occupational exposure to heavy metals and 
chemicals and musculoskeletal hazards. 

Undergraduate Courses 

Selected ambulatory primary care elective experiences are offered as part of the senior 
ambulatory rotation in internal medicine, and there are clinical and research electives in medical 
consultation or on specific projects with faculty. These experiences are offered on campus and at 
affiliated medical institutions. 

Graduate Program 

The graduate medical education program in internal medicine educates and trains physicians in 
the principles and practices of general internal medicine. The intent is to prepare clinicians by 
providing training via a broad internal medicine curriculum. Specialized training experiences are 
encouraged and are presently available in medical consultation and risk assessment, preventive 
care, rehabilitation or occupational medicine, as well as health services research. Students and 
residents are supervised by a team of clinician educators, practitioners and scientists in the 
program. The faculty include general internists, geriatricians, psychiatrists, epidemiologists, 
clinical pharmacists, primary care nurse clinicians and social workers. 


Division of Geographic Medicine 

Professor and Head 

Myron M. Levine, MD, DTPH 

Graduate Program 

Postgraduate fellowships in geographic medicine are offered in conjunction with the division of 
infectious diseases. Fellows spend their first year doing clinical rotations on the adult or 
pediatric infectious diseases consultation services at the University of Maryland Medical Center, 
the Baltimore Veterans Affairs Medical Center, the Maryland Institute for Emergency Medical 
Services Systems, and the University of Maryland Greenebaum Cancer Center. The second year 
is spent in clinical or laboratory research under the supervision of faculty members. 

Research may be conducted in the laboratories of the division in Baltimore or in one of 
the division's field areas in Chile or Africa. The division is closely tied to the University of 
Maryland Center for Vaccine Development. Laboratories are fully equipped for work in 
molecular genetics, immunology, antigen purification, routine and enteric microbiology, 
parasitology (including animal studies) and antimicrobial sensitivity testing. Faculty research 
interests include the pathogenesis and epidemiology of enteric organisms such as Vibrio cholerae 
and other vibrios, E. coli. Salmonella, Shigella, and rotavirus. Much of the research effort is 
directed towards developing vaccines against these enteric pathogens and tuberculosis, as well as 
vaccine testing against malaria and other nonenteric diseases. The division maintains a close 
relationship with the Department of Epidemiology and Preventive Medicine where fellows may 
take courses in epidemiology and biostatistics during their training. Application is made through 
the fellowship program director. 

Division of Gerontology 
Professor and Head 
Andrew P. Goldberg, MD 

The goals of the gerontology division, in the Department of Medicine at the University of 
Maryland School of Medicine are to teach students and house staff the principles of gerontology 
and geriatric medicine, and to train fellows and junior faculty for academic careers in aging 
research and clinical geriatric medicine. The program emphasizes research in the biology of 
aging, the prevention of cardiovascular disease and the rehabilitation of disabled older people in 
clinical trials which examine the physiological and functional effects of exercise training and 
nutritional interventions. Educational activities in the division are enhanced by campus wide 
geriatric and gerontology collaborations coordinated by the Geriatrics and Gerontology 
Education and Research Program (GGEAR), and the University of Maryland Medical Center for 
Research on Aging. This enriched academic environment allows trainees to learn skills of 
clinical geriatrics and basic research for careers in gerontology. 

Undergraduate Courses 

2"^-4* years 

Research fellowships during the summer (8-10 weeks), and part-time and full-time during the 

school year, are offered in conjunction with the University of Maryland School of Medicine 


Office of Student Research for students interested in intensive basic and/or clinical research. 
Students are matched with a faculty member based on their research interests. Students receive 
didactic teaching in geriatrics and gerontology, exercise physiology, biostatistics and 
epidemiology, laboratory techniques, and participate in weekly grand rounds, clinical 
conferences, research seminars and journal and data presentation sessions. 

MEDC 545-23. Geriatric Medicine Elective. There is a wide spectrum of research, clinical 
and educational programs for students, house staff, fellows and physicians interested in clinical 
training and research in gerontology and geriatric medicine. There are opportunities for research 
training in: 1) exercise physiology and nutrition in the management of cardiovascular disease 
risk factors in high-risk older patients; 2) rehabilitation and longitudinal management of the 
elderly to maintain functional independence and exercise capacity to prevent institutionalization; 
and 3) basic mechanisms of age-related declines in cardiovascular, metabolic and 
musculoskeletal function. Trainees work closely with faculty members in a research curriculum 
that provides mentored training in clinical and basic scientific investigation and in the conduct of 
clinical trials. A Geriatric Research Education and Clinical Center (GRECC) and the Claude C. 
Pepper Older Americans Independence Center provide resources for training in basic research, 
clinical medicine and health services research focused in prevention and rehabilitation of older 
patients with risk factors of complications of cardiovascular diseases. Academic programs in 
these centers seek to increase the basic knowledge of the aging process and prevent disability 
from cardiovascular disease through clinical trials of aggressive risk factor and rehabilitation 
interventions. Knowledge gained from these studies is imparted to health care providers, 
students and trainees through system- wide educational programs. 

The clinical programs teach the principles and applications of the treatment and management of 
older patients with a wide spectrum of acute and chronic medical diseases and preventive 
geriatric medicine. Instruction is provided in primary, consultative and long-term care of 
patients in various clinical facilities of the University of Maryland Medical System. Trainees 
learn the physiology of aging and principles of geriatric assessment, preventive maintenance and 
the treatment and care of the older patients in ambulatory medical practices, acute in-patient 
services, geriatric rehabilitation units and in a comprehensive home care program for frail, 
homebound patients. There is clinical training in geropsychiatry to learn counseling, 
psychopharmacologic and ethical issues in the management of older patients with mental illness. 
This approach provides wide clinical exposure and training in relevant skills for an academic 
career or clinical practice in geriatric medicine. 

Clinical Geriatric Medicine Rotation (Residents) 

Two week and one month rotations are available for house officers. The purpose of this rotation 
is for residents to gain an in-depth understanding of the assessment and care of complex frail 
older patients. Residents customize this clinical rotation to match their interests. Clinical 
training sites include the Baltimore VA Medical Center Geriatric Evaluation and Management 
Unit, inpatient consultation service, Baltimore VA Medical Center Hospital Based Home Care 
Program, and Geriatric Assessment Clinic, and the Baltimore Rehabilitation and Extended Care 
Center. Experiences in geriatric assessment and long-term care are enhanced through rotations at 
Union Memorial Hospital, Franklin Square Hospital and Franklin Woods. There are weekly 
clinical and research conferences, and monthly geriatric grand rounds in conjunction with Union 


Memorial and Franklin Square. Residents also have the opportunity to become engaged in basic 
or clinical research. 

Postgraduate Fellowship Training in Aging and Exercise Physiology 

The division has an accredited fellowship training program for MDs and PhDs funded by the 
National Institute on Aging. Research focuses on the effects of exercise and nutritional 
interventions on the metabolic syndrome, pathophysiology of type 2 diabetes, hypertension, 
hyperlipidemia and changes in body composition with aging. Post-graduate training emphasizes 
basic and clinical research in the pathophysiology of aging-related diseases, adipocyte 
regulation, gene and protein expression in muscle, and the mechanisms by which exercise and 
dietary interventions prevent cardiovascular disease and disability in at-risk older people. 
Collaborative research projects can be pursued with investigators in the Division of 
Endocrinology and in the Department of Kinesiology, University of Maryland College Park. 

Postgraduate Fellowship Training 

The division has an ACGME accredited clinical fellowship training program in gerontology. 
The geriatric medicine fellowship focuses on the assessment and care of complex frail older 
patients, preventive medicine and rehabilitation in the elderly, and provision of care and 
longitudinal management of the frail elderly to maintain independence and prevent 
institutionalization. Geriatric medicine fellows learn clinical skills during rotations at the 
Baltimore VA Medical Center Geriatric Evaluation and Management Unit, inpatient consultation 
service, Baltimore VA Medical Center Hospital Based Home Care Program, and Geriatric 
Assessment Clinic. Multidisciplinary teams comprised of geriatricians, nurse practitioners, 
psychiatrists, Pharm D's, social workers, physical therapists, occupational therapists, and other 
health care providers manage these patients, and provide an enriched educational milieu for 
trainees. Training in rehabilitation, geropsychiatry and long-term care is provided at the 
Baltimore Rehabilitation and Extended Care Center. Experiences in geriatric assessment and 
long-term care are enhanced through rotations at Union Memorial Hospital, Franklin Square 
Hospital and Franklin Woods. There are weekly clinical and research conferences, and monthly 
geriatric grand rounds in conjunction with Union Memorial and Franklin Square. All fellows 
spend one day /week in the Geriatric Assessment and Continuity of Care Clinic, where they 
evaluate new patients and develop a patient population for longitudinal clinical management. 
The clinical fellowship is one year in duration, with the opportunity to add a second year 
research fellowship. Fellows completing the one year clinical program are eligible for the 
Certification Examination in Geriatric Medicine. 

Division of Hematology and Oncology 
Professor and Head 
Barry R. Meisenberg, MD 

Undergraduate Courses 

Fourth Year 

HEMA 541-01. Clinical Elective. Broad clinical experience in both malignant and nonmalignant 
hematologic disorders is available. Students perform hematology consultations with fellows and 
senior staff and have the opportunity to attend multiple clinical and laboratory conferences 
within the University of Maryland Greenebaum Cancer Center. Instruction in the interpretation 


of flow cytometric studies pertaining to the diagnosis of leukemia and lymphoma is also 
available. Extensive experience in bone marrow aspiration, biopsy and interpretation is 
provided. Rotations are for a minimum of four weeks. 

MEDC 549-01. Medical Oncology Electives. Two different medical oncology electives are 
available. Students may choose a subintemship on the inpatient service of the University of 
Maryland Greenebaum Cancer Center, which provides students and postgraduate physicians with 
in-depth studies of the diagnosis, natural history and treatment of human cancers. Students will 
take an active role in the day-to-day management of patients on an inpatient cancer ward and will 
work closely with the attending and hematology/oncology fellow. Clerkships in oncology 
provide close interactions with fellows and oncology attendings on the oncology consult service. 
The wide diversity of internal medicine diseases seen during the natural history of many cancers 
makes this an intense course in the treatment of many internal medicine problems common to 
adult patients. Clerkships on the medical oncology consultation service provide interaction with 
other specialties in the management of as yet undiagnosed patients as well as the early detection, 
diagnosis and staging of malignancy. Individuals on clerkships are expected to attend a large 
number of conferences available on a weekly basis that provide didactic information about 
natural history, new treatments and evolutionary changes in the laboratory understanding of 

Research Electives. Summer research electives in various aspects of hematologic malignancies 
are available. Opportunities are available to work in the cell component therapy section of the 
University of Maryland Greenebaum Cancer Center (a specialized transfusion service), an active 
cytogenetics laboratory, an immunology laboratory studying antigenic characteristics of 
malignant cells, as well as the acquired immune deficiency syndrome (AIDS), electron 
microscopy laboratory and laboratories engaged in the study of leukemic cell differentiation and 
cellular pharmacology. Stipends may be available. 

Division of Hypertension 
Professor and Head 
Elijah Saunders, MD 

Undergraduate Courses 

First and Second Years 

Selective lectures are given on hypertension as a part of the physiology, pharmacology, 

pathology and preventive medicine courses. 

Fourth Year 

Electives are available for fourth-year students who will be exposed to and participate in the 
entire program of the hypertension division. This includes experience and supervision in the 
diagnosis and treatment of hypertensive patients on both an inpatient and outpatient basis. Daily 
rounds by senior members of the hypertension division will include students electing this 
rotation. Students will attend the Hypertension Faculty Practice Office and participate in the 
care of private patients in a very busy office devoted to the care of difficult hypertension 
problems. Students will participate in ongoing clinical research programs when appropriate. 


Students may also elect to attend the weekly cardiology clinical rounds sponsored by the 
cardiology division and the Hypertension and Vascular Biology Center research rounds when 

Summer Fellowships 

Summer fellowships in hypertension are available to junior and second-year students (who have 
taken physical diagnosis). Participation in clinical drug trials will be offered. 

Graduate Program 

Electives for a minimum of one month are available for house officers-in-training at the 
University of Maryland Medical Center and relevant conferences in the Baltimore community 
can be attended. Electives are encouraged for residents interested in cardiology, nephrology or 
endocrinology as well as a career in internal medicine with emphasis on hypertension. Trainees 
will have an opportunity to work with hypertension specialists from the Johns Hopkins 
University School of Medicine and School of Public Health, the Maryland Department of Health 
and Mental Hygiene, the Hypertension Commission of Maryland, the American Heart 
Association, and the Baltimore Alliance for prevention and treatment of hypertension and 
diabetes, and other programs in the community which have an interest in hypertension. 

Although the hypertension division does not currently have a fellowship program, 
training opportunities for fellows from other divisions can be arranged. 

Division of Infectious Diseases 
Professor and Head 
Michael S. Donnenberg, MD 

Undergraduate Courses 

Fourth Year 

INFE 541-01. Infectious Diseases Elective. The discipline of infectious diseases is uncommon 
in intemal medicine in that it is not restricted to a single organ system. Indeed the Infectious 
Diseases Consultative Service serves patients in virtually all departments of the hospital. Many 
of these patients are among the most acutely ill and they often pose the most difficult diagnostic 
enigmas. These presentations are more than an academic challenge; many infectious diseases 
can be cured and the patient restored to previous health. 

A practical working knowledge of clinical infectious diseases has become absolutely 
critical for the following reasons: (1) there has been a huge increase in the numbers of 
immunosuppressed people, not only from HIV infection but also from the substantial increase in 
bone marrow and solid organ transplant recipients, the more aggressive use of cytotoxic 
chemotherapy and more invasive and life-sustaining ICU modalities; (2) the explosion of new 
antiviral, antifungal and antibacterial agents requiring familiarity with their spectrum of action 
and toxicities; (3) the proliferation of multiple-antibiotic resistant pathogens which presents 
virtually untreatable infections; and (4) the focus upon infection control, cost containment and 
quality of practice which have arisen with the increased attention to the economics of health care. 
The diagnosis of infections and proper management of patients with these diseases are taught by 


exposing students to a broad spectrum of clinical problems. The appropriate use of 
microbiology, virology and serology laboratories is stressed. The student sees consultations 
under the supervision of a full-time attending at the University of Maryland Medical Center and 
Baltimore Veterans Affairs Medical Center. Specialized programs are available in AIDS/HIV, in 
transplant infections, at Shock Trauma, and at the Greenebaum Cancer Center. A clinical 
infectious disease conference for faculty, house staff and students is held weekly. 

Postgraduate Fellowships 

The Division of Infectious Diseases offers two postgraduate fellowship programs: one in General 
Infectious Diseases and one designed for individuals who which to specialize in HIV care. 
Within each program, there is a clinical track and a research track. The first year is similar in 
both programs and tracks. This year is clinically oriented and is spent consulting on patients 
with problems related to infectious diseases. A very diverse experience is obtained through 
rotations at the University of Maryland Medical Center and Baltimore Veterans Affairs Medical 
Center, the Greenebaum Cancer Center, the solid organ transplant service, the inpatient HIV 
unit, and in the Clinical Microbiology Laboratory. Fellows see consults and supervise residents 
and medical students, and spend much of their time teaching and providing patient care. This is 
all performed under the guidance of full-time faculty, many of whom are experts in 
subspecialties within infectious diseases, such as infections in transplant recipients, neutropenic 
host infections, surgical infections and infections in HIV-infected people. During the first year 
the general and HIV programs differ only in the amount of time spent on the inpatient HIV 
medical service and the general consult service. Those individuals in either program who have 
chosen a clinical track spend the second year equally divided between the various rotations and 
on electives. Available electives include rotations in the Shock Trauma unit, in the Baltimore 
City Health Department, on the infectious disease service at the National Institutes of Health, and 
performing clinical research. Those individuals on the research track spend the second and 
subsequent years of the program performing original research. Research interests in the division 
include molecular pathogenesis of bacterial infections, HIV infections, the physiology of acute 
inflammation, CMV, HIV, papilloma virus infections, infections in cancer patients or severely 
traumatized patients, and infection control and nosocomial infections. Research interests within 
geographic medicine include microbial genetics, pathogenesis of diarrheal diseases, pathogenesis 
of malarial infections, and vaccine development. During the second and subsequent years the 
general and HIV program differ in that the electives and research opportunities of individuals in 
the latter program are oriented toward HIV infection. All fellows participate throughout their 
fellowship in a weekly longitudinal infectious diseases clinic, where under the supervision of the 
faculty they follow patients with HIV infections and other infectious diseases. Application is 
made through the fellowship program director. 

Division of Nephrology 
Professor and Head 
Matthew R. Weir, MD 

Undergraduate Courses 

Fourth Year 


NEPH 541-01. Clinical Nephrology Elective. Students who have completed their required 
junior electives in medicine, surgery, pediatrics and obstetrics may elect a clinical rotation in 
nephrology. One-month to three-month electives will be accepted. The student is expected to 
become thoroughly familiar with the approach to patients with kidney diseases and acquainted 
with clinical procedures. Each student will present at one nephrology conference. The typical 
rotation involves the student in consultations with fellows and attending nephrologists, rounds on 
inpatients, renal clinic activities and exposure to the dialysis and organ transplantation programs. 
Students with special interests in particular aspects of kidney function or kidney disease may be 
permitted to pursue those interests after consulting with the division head. 

NEPH 541-03. Nephrology Student Fellowship Elective, Maryland General Hospital. 

Students are exposed to the practice of clinical nephrology and to the management of acute and 
chronic renal failure and organ transplantation. 

Postgraduate Fellowships 

Qualified physicians may apply for full-time fellowships in nephrology. Although a one-year 
clinical fellowship in organ transplantation may be specially arranged, the standard fellowship is 
for two years of training with the first year structured to produce broad experience in clinical 
nephrology, dialysis and transplantation, its procedures and its literature and basic experience in 
the research lab. The second year is largely elective, permitting fellows to pursue their chosen 
direction with planning and supervision. Additional years of experience for those undertaking 
special projects are available. Fellows completing this program are qualified and prepared to be 
certified in nephrology. 

Division of Pulmonary and Critical Care Medicine 
Professor and Head 
Jeffrey D. Hasday, MD 

Undergraduate Courses 

First Year 

Members of the division take part in teaching the physiology course with emphasis on the 
clinical application to basic respiratory physiology. This includes an introduction to clinical 
medicine and the sessions in the course on correlative medicine. 

Second Year 

In the pathophysiology and therapeutics curriculum, two weeks are devoted to the respiratory 
system. The teaching of clinical medicine is integrated with epidemiology, pharmacology and 
microbiology. This is not a course in respiratory diseases. The most common and important 
groups of diseases are discussed as well as the pathology of respiratory diseases. 

Fourth Year 

PULM 541-01. Pulmonary Diseases Elective. Fourth-year students participate in all of the 
activities of the division under the supervision of fellows and faculty. They see patients in the 
wards, in consultations and in the outpatient clinic. The students learn to interpret tests of 
pulmonary function and attend all of the conferences in which fellows and faculty participate. 


Emphasis is on the correlation of clinical features with pathophysiologic and roentgenographic 

PULM 541-05. Medical Intensive Care Elective, University of Maryland Medical Center. 

The goal of this course is to provide students with clinical experience in managing patients seen 
in a medical intensive care unit. Students will function at the sub-intern level as primary 
physicians and will work with the resident and fellow in charge, as well as the attending 
physician. Students will receive a sound background in circulatory and respiratory physiology. 
They will be exposed to various invasive techniques, including arterial line insertions, Swan- 
Ganz catheterizations and chest tube placements. In addition, there will be exposure to the use of 
mechanical ventilation in the critically-ill patient. 

Postgraduate Fellowships 

Stipends are available for the support of nine fellows at the current University of Maryland 
Medical System postgraduate scale. Three years of training in internal medicine are required. 
The goal of the program is to train physicians who are competent in the subspecialties of 
pulmonary and critical care medicine, and in basic or clinical investigation. 

Division of Rheumatology and Clinical Immunology 

Professor and Head 

Marc C. Hochberg, MD, MPH 

Undergraduate Courses 

First Year 

Members of the rheumatology division participate in teaching the immunology section of the 

microbiology course, the immunopathology section of the pathology course and clinical 

correlation in the biochemistry course. 

Second Year 

Members of the rheumatology division participate in teaching the section on Arthritis and 
Connective Tissue Diseases in the Pharmacology & Therapeutics course using both lecture and 
small group format. The division also teaches the examination of the musculoskeletal system 
during physical diagnosis. Students are provided with a copy of the current edition of the Primer 
on the Rheumatic Diseases. 

Third Year 

During their rotation on medicine at the University of Maryland Medical System or the 
Baltimore VA Medical Center, junior medical students interact with rheumatology faculty and 
fellows on the rheumatology consult service and receive lectures on diagnosis and management 
of arthritic and connective tissue diseases. Weekly rheumatology grand rounds and journal club 
are open to students. 

Fourth- Year Students and House Officers 

The rheumatology division offers a clinical elective for senior medical students and medical 
house officers designed to present the spectrum of arthritic and rheumatic disease and 
approaches to diagnosis and management. Integration of clinical features with the mechanisms 


of disease processes is accomplished through informal tutorial sessions as well as didactic 
lectures. The rationale for the various management programs including drug therapies, physical 
medicine and orthopaedic surgery is emphasized. Experience is gained in performance of 
diagnostic procedures (e.g., arthrocentesis) and in interpretation of relevant laboratory data. 
Patients are seen in the out-patient clinics at University Health Center and VA Medical Center, 
as well as in the Lupus Clinic at the Faculty Practice Office, the Arthritis, Bone and Joint 
Institute at the James L. Keman Hospital and on the in-patient consult service. 

Postgraduate Fellowships 

The division of rheumatology and clinical immunology offers a two-year clinical fellowship and 
a three-year research fellowship that emphasize training in both the clinical and research aspects 
of rheumatology. The purpose of the three-year research fellowship is to produce physician- 
scientists who are well trained clinically and scientifically and who are dedicated to an academic, 
research-oriented career. Three years of prior training in internal medicine are required. 

Microbiology and Immunology 
Professor and Chair 
Jan Cerny, MD, PhD 

Training in microbiology & immunology within the medical school curriculum occurs primarily 
during the sophomore year when all students are required to take the integrated course on Host 
Defenses and Infectious Diseases (HDID). Emphasis is placed on basic mechanisms of 
immunity and immunopathology, principles of microbiology, medical aspects of infectious 
diseases and related concepts of pathology, pharmacology and epidemiology. The course 
includes lectures, small-group instruction for case studies and for the discussion of medically- 
relevant papers, and laboratory demonstrations. The HDID block is taught by basic scientists 
and clinical investigators to provide an integrated, medically-relevant curriculum. 

In addition, selected Graduate School courses are available to medical students in all 
years. Individual faculty members are available to provide instructions and guidance throughout 
the medical curriculum. The department also offers the PhD degree and encourages students to 
enroll in the MD/PhD program. 

Research Interests 

The research programs within the Department of Microbiology and Immunology are 
oriented toward the molecular biology of infectious agents, foreign invader-host cell interactions 
and the molecular and cellular analysis of the immune response. Specific projects in 
immunology and cell biology include studies on innate immunity, molecular analysis of 
immunoglobulin and T-cell receptor genes; lymphocyte activation, differentiation and ontogeny; 
autoimmune diseases and immunology of aging; and cellular and viral oncogenes. Projects on 
microbial disease mechanisms include studies on regulation of gene expression in procaryotic 
and eukaryotic systems, molecular genetics of pathogenic bacteria; pathogenesis of vector-borne 
infectious agents; and new strategies for development of vaccines. The research on vaccine 
design is carried out jointly with the Center for Vaccine Development. Studies on latent virus 
infections, including immunodeficiency viruses (HIV) and herpes viruses, are carried out jointly 


with the Institute of Human Virology. Medical students are encouraged to participate in elective 
research programs of their interests. 

Undergraduate Medical Program 

Second Year. Microbiology and immunology faculty have major teaching responsibility 
in the second year, integrated course on Host Defenses and Infectious Diseases (HDID). This is 
the first teaching block of the second year and is approximately 12 weeks in duration. The 
HDID teaching block includes the relevant aspects of pathophysiology, pharmacotherapeutics 
and epidemiology. A number of Graduate School courses are available to qualified students. 
Interested students should contact the department for details. 

Professor and Chair 
William Weiner, MD 

Third Year 

NEUR 530. Neurological Sciences III. All members of the third-year class have a four- week 
neurology clerkship. Students rotate on one of the neurology or neurosurgery services at 
University of Maryland Medical Center or the adjacent Baltimore Veterans Affairs Medical 
Center. The neurology staff provides a didactic series of lecture-demonstrations. In addition, 
students attend rounds and assist in the performance of procedures. Under house staff and 
attending staff supervision, students are responsible for the care of patients with neurological 
disorders in the critical care units, on the hospital wards, and in the outpatient clinics. 


NEUR 541. Clinical Electives. After completion of the third year, students are offered a variety 
of clinical experiences on the neurological service at University of Maryland Medical Center,, 
and the Baltimore Veterans Affairs Medical Center. The neurological examination of the patient 
is emphasized, as well as the study and application of a wide variety of specialized neurological 
diagnostic techniques. Each student will become proficient in taking a neurological history, 
performing a neurological exam, and formulating a reasonable diagnostic impression, differential 
diagnosis, plan of investigation, and management plan for several of the more common 
neurological problems. 

NEUR 548. Neurological Research Electives. In all four undergraduate years, a limited number 
of students will have the opportunity to work with individual members of the department in the 
following areas: 1) cerebrovascular physiology; 2) neuromuscular disease; 3) neurophysiology; 
4) neurochemistry; 5) neurovirology and immunology; 6) computers and neurology; 7) epilepsy; 
8) degenerative disorders; and 9) molecular-biology and the nervous system. 

Student Fellowships 

Students who have completed their first, second or third years and have an interest in 
neurological sciences may apply for additional training in clinical neurology or in one of the 
research laboratories of the department. Qualified students may receive remuneration as fellows 
for the 10-week fellowships taken during vacation periods. 


Graduate Studies There is a fully accredited three-year residency training program in the 
specialty of neurology at the University of Maryland Medical System. The program provides 
for comprehensive clinical training as well as rotation through the associated basic science 
disciplines. In addition, fellowships are available for subspecialty neurology training, such as 
EEG and epilepsy, EMG and neuromuscular disorders, stroke, neuroimmunology and 
neurorehabilitation. For further information contact Dr. Barney Stem, Neurology Residency 
Program Director. 


R.K. Thompson Professor and Chair 

Howard M. Eisenberg, MD 

The Department of Neurosurgery manages patients with a large variety of neurosurgical 
conditions. The department places special emphasis on cerebrovascular surgery, neuro- 
oncology, spinal surgery, epilepsy surgery. Gamma Knife radiosurgery and pediatric 
neurological surgery. Active neurotrauma service at the Shock Trauma Center offers 
opportunities to not only participate in clinics and the operating room, but also critical care 
rounds dedicated to the central nervous system. 

Research Interests 

Two laboratories of specialized research programs are actively maintained within the 
department. The Cebrovascular/Ion Channel Physiology Laboratory studies cellular mechanisms 
regulating cerebral blood flow focusing on ion channel function in cerebral smooth muscle using 
the patch clamp technique. The Neuro-oncology/Molecular Biology Laboratory is devoted to the 
study of programmed cell death in malignant brain tumors. These basic science research 
activities are complemented by on-going clinical trials of pharmacological agents for treatment 
of cranial and spinal trauma, cerebral vasospasms and brain tumors. 

Undergraduate Medical Program 

Third or Fourth Year (Surgical Subspecialty) 

During the third or fourth year, students may choose to spend two weeks on the neurosurgical 
service as part of the surgical subspecialty clerkship. Opportunities are provided for observing 
neurosurgical procedures and participating in all service activities. 

Fourth Year (Sub-Internship) 

A fourth-year elective is available in general neurosurgery. The student works on the 
neurosurgery service for three weeks and one week on the neurotrauma service. Student 
responsibilities are significantly enhanced in the operating room and in providing patient care. 
Special preceptorships in pediatric neurosurgery, neuro-oncology and neurotraumatology are 
also offered. 

Graduate Studies 

A training program in neurological surgery is available to graduates of accredited medical 
schools who have completed one year of general surgical residency. The five-year program 
based at the University of Maryland Medical System provides residents with the opportunity to 


develop their general neurosurgical skills while gaining valuable experience in research and 
subspecialty areas. 

Obstetrics, Gynecology & Reproductive Sciences 
Associate Professor and Chair 
Hugh E. Mighty, MD 

The field of Obstetrics, Gynecology and Reproductive Sciences forms the central core of 
Women's Health Services and deals with health issues and disease specific to the female half of 
the population. The department provides a learning experience that encourages each student, 
regardless of ultimate career choice, to develop professional attitude, diagnostic skills and 
knowledge relevant to the human female and to her sexual and reproductive systems. This 
experience enables each student to assume more effective responsibility for the general delivery 
of health care to the adolescent, adult and aging female, and to the newborn. 

The student is taught to recognize those patients who require special gynecologic consultation 
and those practices necessary for health maintenance and disease prevention in the female 
population. Health-related reproductive and social issues such as family plaiming and sexually 
transmitted diseases are discussed, as well as other aspects of sexual difficulties, sterilization and 
pregnancy choice. 

The educational material is presented to familiarize students with all sources of knowledge 
relevant to these subject areas. Students may extend their knowledge and skills in a direction 
and depth appropriate to current and ultimate career goals. Students are also encouraged to take 
electives in basic, clinical and social research. 

The service roles focus on the general areas of obstetrical and gynecologic care. Obstetrics deals 
with a high-risk pregnancy population and provides excellent educational opportunities for both 
student and resident. Gynecology provides exposure to operative management of disease, 
including minimally invasive surgical techniques and clinical anatomy. Specialty clinics in 
endocrinology, complicated pregnancy, cancer, pre-and postoperative evaluation and family 
plarming provide specific, specialized areas of instruction in addition to serving large numbers of 
patients. Cancer detection and therapy play a major part in the gynecologic program. 

The department utilizes audiovisual aids to enhance the educational experience of both medical 
students and residents. The faculty also contributes to the postgraduate educational programs at 
the University of Maryland Medical System and throughout the state. 

Undergraduate Medical Program 

The Department of Obstetrics, Gynecology and Reproductive Sciences faculty teach in the first- 
year Cell and Molecular Biology and Functional Systems blocks, and in the second-year 
Pathophysiology /Therapeutics block. 

Third Year 

OBST 530. Clinical Clerkship. Students are assigned to obstetrics and gynecology for a period 
of six weeks. As clinical clerks, they participate in the original diagnostic studies, pelvic exam. 


surgical procedures and postoperative care of hospitalized patients. Instruction in prenatal and 
gynecologic outpatient care is accomplished in our community clinics. Seminars and 
departmental conferences with the attending staff and house officers are employed for teaching 
the art of correlating observations, diagnosis and therapy. Frequent and close contact with 
faculty is achieved by means of a preceptorial system that assigns a group of three to four 
students to a member of the faculty for the entire clerkship. As an alternative to the clerkship at 
the University of Maryland Medical System, a similar instructional program is offered to a 
limited number of students by the obstetrics and gynecology departments at Mercy Medical 
Center and Franklin Square Hospital. 

Fourth Year 

OBST 541 . Obstetrics and Gynecology Elective. The student may choose to spend a four- week 
elective in one of five subspecialty areas: high-risk obstetrics, endocrinology, oncology, 
ambulatory Ob/Gyn, and gynecology. 

Affiliated Hospital Electives: Electives are available at Mercy Medical Center and York Hospital 
in York, PA. 

Ophthalmology & Visual Sciences 

Professor and Chair 

Eve Juliet Higginbotham, MD 

Undergraduate Medical Program 

The eye is an extension of the brain, and includes both CNS and peripheral structural elements. 
Ophthalmology is the study of how all of these elements interact optimally to provide high 
quality visual information, and their diseases. Diseases affecting other body systems also result 
in ocular changes, and the eye can be used to evaluate such diverse problems as hypertension, 
hypercholesterolemia, lupus, and oncological disease. Thus, familiarization with the basics of 
the eye exam are essential for all physicians 

Ophthalmology is integrated into the medical school curriculum throughout the four-year period. 
Introductory lectures in ophthalmology are given in the first year as part of the neurobiology core 
curriculum. Second-year medical students are introduced to clinical ophthalmologic techniques 
and common ophthalmologic diseases during the physical diagnosis and pharmacology courses. 
During their medical clerkships, third-year students participate in both inpatient and outpatient 
examinations with ophthalmology staff. 

Clinical and research electives are available during the senior year. For the clinical clerkship, 
time is divided between the outpatient clinic and the operating room. Patients with a wide range 
of diseases are seen together with faculty who have subspecialty interests. Conferences and 
grand rounds are included in the program. Self-instructional aids are available. 

Students are also encouraged to become involved in the Student Sight Savers Program, a 
community outreach effort that involves students in glaucoma screening activities. This program 
is run by students and supervised by members of the Department. 


Research Interests 

A variety of clinical trials funded by NIH and industry are ongoing in the department. Infant 
vision, retinopathy of prematurity , ischemic optic neuropathy, glaucoma, and AIDS trials are 
currently in progress. 

Research efforts of the department currently concentrate on ocular changes from diabetes 
mellitus, glaucoma, age-related macular degeneration. Projects include biochemical effects of 
aldose reductase and its specific inhibitors on development of lens cataract, including oxygen 
toxicity to the lens, particularly as related to light-induced damage. Also, projects related to 
corneal biochemistry as well as age-related macular degeneration, ischemic neuropathy, and 
retinal detachment form a major part of the research program. Elective study opportunities exist 
for students to participate in ophthalmic research program. This typically runs in one month 
blocks, but shorter or longer sessions can be arranged. 

Postdoctoral fellowships in ophthalmic biochemistry are also available. 

Graduate Program 

A three-year residency program providing clinical training is offered at the University of 
Maryland Medical System, with rotations to the Baltimore and Wilmington, Del. VA Medical 
Centers. Appointment is by application to the Department of Ophthalmology & Visual Sciences 
at the University of Maryland Medical System. Since ophthalmology is an "early match," 
interested students are encouraged to complete the ophthalmology elective no later than the 
beginning of the fall of their fourth year. Applications for ophthalmology are usually due in 
early September. Residents are expected to conduct a research project and write a paper, in 
collaboration with a faculty member, on some subject related to ophthalmological interest, due 
by the end of their third year. 

The department also conducts graduate studies in ocular biochemistry, genetics and neurobiology 
in collaboration with the Graduate School. 


James Lawrence Kernan Professor and Interim Chair 

Vincent D. Pellegrini, Jr., MD 

Undergraduate Medical Program 
Third Year 

As part of the basic surgical clerkship, general principles of orthopaedic surgery are taught and 
students are introduced to fracture recognition and management, skeletal injury in the poly- 
trauma patient, orthopaedic reconstructive surgery and to common outpatient conditions 
affecting the musculoskeletal system. Students electing a clinical rotation during the clerkship 
participate in patient diagnosis and treatment, as well as operative procedures. Bedside teaching 
of the musculoskeletal exam is a priority of the rotation. They receive practical instruction in the 
use and application of various splints and casting techniques. Student conferences and didactic 
sessions are conducted to supplement the department's intensive academic program. 


Fourth Year 

The subintemship experience (OSUR 548-02) is specifically designed for the Senior student who 
is considering a career in orthopaedics. This rotation will provide an opportunity to function as 
an intem/PG Y- 1 under the direct supervision of senior orthopaedic housestaff and an assigned 
faculty mentor. The subintem will assume primary inpatient care responsibilities for 
hospitalized patients having undergone major orthopaedic procedures and will take in-house call 
duty with intern responsibility under the direct supervision of the orthopaedic housestaff. The 
rotation will consist of two consecutive two-week blocks on two of the following orthopaedic 
services; orthopaedic trauma (Shock Trauma Center), university/spine (University of Maryland 
Medical Center) and adult reconstruction (University of Maryland Medical Center & Keman 
Hospital). In addition, an extensive conference and didactic program will supplement this 
clinical experience. The subintem will develop a comprehensive approach to the care of acutely 
hospitalized orthopaedic patients and learn to function in this environment in the role of a house 

The elective (OSUR 548-01) experience is designed to give the Senior student broad exposure to 
all phases of orthopaedics and progressive responsibility in the management of patient care. An 
extensive conference schedule and didactic program supplements this clinical experience. Over 
the course of the electice the student will be provided with an introduction to fracture recognition 
and management, trauma surgery, total joint replacement, spinal injury stabilization procedures, 
out-patient orthopaedics, sports medicine, tumor reconstructive surgery, and musculoskeletal 
science. This elective is recommended for all interested students who desire a strong foundation 
in musculoskeletal medicine and physical diagnosis. 

Orthopaedic Residency 

The Department of Orthopaedics offers an accredited five-year residency program with an option 
for an additional dedicated year in the musculoskeletal research laboratory. Clinical and surgical 
experiences are obtained on the foot & ankle, upper extremity, tumor, total joint, sports and spine 
services at the University of Maryland Medical Center. Experience with major trauma and spinal 
injury is obtained at the Shock Trauma Center. The pediatric orthopaedic service is based at 
Keman Hospital. An intensive academic program in basic science and clinical orthopaedic 
surgery has been developed for resident education. Each resident will pursue a clinical or basic 
science investigative project. The Department of Orthopaedics Sports Medicine section serves 
as official team physicians to all collegiate teams at the University Maryland College Park 
campus. Resident rotations are performed at the University of Maryland Medical Center, the R 
Adams Cowley Shock Trauma Center, Keman Hospital, Johns Hopkins University, North 
Amndel Hospital, the VA Medical Center and community practices. Residents are involved in 
basic science education, formal joumal clubs and other didactic sessions. Residents must 
complete a research assignment. 

Fellowship Programs 

The Department of Orthopaedics offers a fellowships in orthopaedic trauma. 

Otorhinolaryngology - Head & Neck Surgery 
Professor and Chair 
Scott E. Strome, MD 


Clinical Practice 

The central theme for the Department of Otorhinolaryngology-Head and Neck Surgery is to 
create an environment in which research is seamlessly integrated into the practice of OTO-HNS. 
Clinical practice, research and education programs will be developed and grow around this 
foundation. From a clinical perspective, it is clear that OTO-HNS is a service-based industry 
where practices are developed and grown by a blend of clinical/surgical expertise, bedside 
manner, administrative ability, and development/maintenance of a patient referral base. The 
clinical practice will be developed around these four central tenets. 


Research will be integrated into the clinical practice, following the model of a "bench to bedside 
and back to bench" approach. Each faculty member will be expected to participate in this 
program with the degree of participation dependant upon experience, interest and personal goals. 
It is anticipated that the research effort and associated publications will serve as advertisement 
for the clinical program. Furthermore, this research will promote academic achievement 
resulting in departmental recognition at the national and international levels. Most importantly, 
it is my vision that our research program will serve to better the quality of life for patients with 
otolaryngologic disease. 


The third component of the academic mission is education. Indeed our legacy as individuals and 
as a department will be judged by those who we train. We have a responsibility to insure that 
our residents are trained in all aspects of OTO-MSfS and have role models that have successfully 
integrated the practice of medicine into their lives. In order to accomplish these goals, we will 
emphasize a research-based approach to education - a means to stimulate the importance of 
continued learning throughout an individuals professional career. It is not realistic to assume 
that all residents will become interested in academic medicine and research. However, exposure 
to faculty who enjoy this practice promotes the idea of continued learning. Optimistically, a 
select few individuals will emulate this career path. 

Measures of academic success in the residency will include board scores, acceptance into the 
premier fellowships in the country, and the ability to recruit the best residency candidates. 
Additional measures will include publications, presentations and national awards. Finally, and 
perhaps most importantly, success will be judged by more intangible measures - satisfaction 
surveys and personal/professional happiness after matriculation. 


Professor and Chair 
Sanford A. Stass, MD 

The mission of the Department of Pathology is to advance knowledge that will increase the 
understanding of disease process and mechanisms. This knowledge will directly aid the 
development of better diagnosis, treatment, and prevention of human diseases. This goal 
necessarily includes the instruction and training of students to become biomedical researchers, 
physician practitioners of pathology, physician researchers, and allied health professionals in 


pathology and pathology related disciplines. Our mission is achieved through an experiment- 
based approach to disease. We believe that pathology is a crucial discipline to carry out 
translational research that directly bridges basic biomedical science to the patient. Our goals also 
include continuing the education of health professionals in current concepts and technologies of 

Students achieve this goal in three phases: 1) by acquiring the basic principles of pathology and 
applying those principles to the diagnosis and study of health care delivery expressed in 
diagnostic areas such as surgical pathology, clinical pathology, forensic pathology and autopsy 
pathology; 2) by establishing a philosophy of critical evaluation and judgment concerning the 
problems of health and disease in humans; and 3) by developing a sense of personal 
responsibility and ethics for the practice of medicine. 

The Department maintains that the study of disease include both structure and function and is 
conducted from the molecular level to clinical application. Students are exposed to anatomical 
and clinical hospital pathology services with additional training at the Baltimore Veterans Affairs 
Medical Center and other local hospitals. 

Undergraduate Medical Program 

The Department of Pathology faculty teach during both the first- and second-year blocks. 
However, primary involvement occurs in the second-year with the "Immunology, Host Defenses 
and Infectious Disease, Epidemiology and Preventive Medicine" block, and in the 
"Pathophysiology and Therapeutics" block. Pathophysiology and the study of the mechanisms 
of disease as well as morphology are stressed. 


Elective course offerings supplement the core program for medical students. These Pathology 
courses are: Laboratory Medicine, Anatomic Pathology, Laboratory & Anatomic Pathology, 
Autopsy Pathology, Surgical Pathology, Research in Pathology, Special Topics in Pathology and 
Forensic Pathology. During these electives, students have access to Pathology seminars by guest 
speakers who are leading authorities in their fields. 

Advanced Accelerated Program in Pathology (AAPP) 

This program is an effort to permit early specialization and to provide target-oriented education 
for our medical students. The pathology track begins in the freshman year, making use of all the 
resources of the Department of Pathology and includes three types of experience: 1) exposure to 
the practice of pathology, 2) study of one selected field of emphasis, and 3) exposure to research. 
Up to five students may be admitted during their first year. Students are required to fulfill all the 
requirements of the track; however, they are not committed to seek a career in the field of 
pathology. Training in the track program provides the student with the knowledge of a one-year 
residency program. Time spent in training within the track program can count toward elecUve 

Research Interests 

Research efforts in the Department of Pathology focus upon the pathobiologic mechanisms of 
human disease at the cellular, subcellular and molecular levels. Current projects involve a broad 


spectrum of diseases, which include cancer, immunologic disease, transplant pathology, 
transfusion medicine, hematopoiesis, heart disease, shock, and infectious disease. 
Cancer research efforts examine the biology of tumor growth and include the role of growth 
factors and their receptors in tumor cell proliferation, the mechanisms of apoptotic cell death of 
tumor cells, and genetic changes with tumor progression in human epithelial and hematopoietic 
neoplasms. Other studies address problems in cancer treatment including basic immunology and 
the use of gene therapy in cancer treatment using animal models. 

The Department also has a large program devoted to the development of novel and sensitive tests 
that would ultimately be useful in a clinical setting or for epidemiological research. Such studies 
include an investigation of biochemical markers for the acute coronary syndromes and 
reperfusion after thrombolytic therapy and the development and characterization of new markers 
of myocardial ischemia and injury for use in risk stratification. Another major emphasis is on 
the development, refinement, and optimization of assays for HIV, hepatitis, herpes viruses, and 
prions. Other studies are aimed at developing molecular techniques to improve cytogenetic 
diagnosis and for studying genetic changes in aging; the delineation of the mechanism by which 
microbes invade and destroy human cells; and the analysis of the events leading to cell death. 

Graduate Program 

The Department of Pathology offers four graduate program tracks: PhD; combined MD/PhD in 
medical pathology; Master's (thesis track); Master's (non-thesis track: Pathologist's Assistant 
training). Areas of concentration offered in the MS degree program of medical pathology 
include anatomic pathology and clinical chemistry. The master's and doctoral programs train 
individuals for research and service in pathology and related fields. Research programs use 
modem techniques, which include quantitative microscopy, flow cytometry with cell-sorting 
capability, spectrofluorometry, calcium imaging, bioimaging and confocal microscopy, DNA 
microanalysis and proteomics. 

The program track leading to a PhD in medical pathology includes comprehensive training in 
experimental pathology with emphasis on the pathogenesis of cell injury and carcinogenesis; 
gene therapy; environmental pathology; development of new diagnostics; and immunology. 
Students working toward the combined MD/PhD degree in medical pathology are enrolled 
simultaneously in the School of Medicine and the Graduate School. The specially tailored 
graduate program recognizes the work and academic achievements of students in the combined 
program and are designed to meet their specific goals and research interests as physician- 

For details of admission requirements and course offerings, see the pathology section in the 
Graduate School catalog. 



Associate Professor and Interim Chair 

Alice Ackerman, MD 

Our Vision 

To assure every child in Maryland the very best medical care available in an environment 
dedicated to children and their families, with services fully integrated to meet individual needs. 
As the outstanding regional and community referral resource for the primary, specialty and 
critical care of infants and children, we commit to provide: 

• Inpatient care for our sickest children and support for their families, including complete 
subspecialty and emergency services; 

• Strong community service, emphasizing preventive care, especially among at-risk 

• Solid clinical and educational experiences for our students and residents-many of them 
Maryland's future pediatricians, nurses and other health care professionals; 

• An emphasis on laboratory and clinical investigations to ensure the leadership role we've 
established in children's health care research. 

We believe that children are our future! 

The scope of pediatric practice is represented in our subspecialty division and programs as 
described below: 

The Division of Adolescent Medicine provides clinical care for adolescents from 12 to 21 
years of age in a variety of clinical settings such as the hospital-based adolescent clinic and 
school-based clinics. 

• The Division of Immunology/Rheumatology provides care for a diverse group of patients 
with special emphasis on immune deficiency diseases. The department is nationally recognized 
for its HIV evaluation and treatment program. 

• Behavioral and Developmental Pediatrics is a division that provides evaluation and 
treatment services both at the tertiary center and in community sites throughout the state. Care is 
provided for children with dysfunctional behavior and developmental problems, disabilities or 
handicaps. Consultation is provided to a number of local schools. 

• The Division of Cardiology provides exercise testing, Holter monitoring, pacemaker 
implants, and two-dimensional echocardiography color flow. A dedicated pediatric 
catheterization laboratory is the site for state-of-the-art tiierapeutic interventions. 
Comprehensive fetal echocardiographic services make the department a leader in the field. 

• The Center for Child Protection allows us to combine the expertise of faculty, nursing 
and social services in advocating for children's issues in the courts as well as advocating on state 
and national levels. 

A multidisciplinary staff of critical care specialists meets the special medical, emotional 
and social needs of the sickest children and their families with great compassion and skill. Many 
patients come to the pediatric intensive care unit via our highly respected Maryland Express Care 
for Kids, the largest nurse-led pediatric critical care transport team in the state. 


• Endocrinology is an internationally recognized division for both its research program and 
clinical endocrine diagnostic unit. The pediatric diabetes program has joined the Joslin Center 
for Diabetes at the University of Maryland, a world renowned program in diabetes care. 

• The Division of Gastroenterology and Nutrition is a resource for children with hard-to 
diagnose gastrointestinal problems. This is the country's first center for diagnosis and treatment 
of celiac disease. The division partners with the Center for Vaccine Development to do research 
on infectious diarrhea and vaccine development. 

• As an affiliate of a major national cancer network, the Division of Hematology/ 
Oncology affords patients expert information, hard-to-get experimental drugs, and state-of-the- 
art test and treatment regimens. A team of physicians, nurse clinicians, social workers and child 
life specialists provides sensitive medical care for children and emotional support for families. 

• Through the Division of Human Genetics, genetic, pediatric and obstetric expertise is 
integrated to provide clinical and laboratory services for diagnosing and managing genetic 
disorders. We offer comprehensive genetic evaluations, genetic testing, and prenatal diagnosis 
and counseling. 

• Unique in the United States is the Division of Infectious Disease and Tropical Pediatrics. 
The mission of this division includes ongoing consultation with the Agency for International 
Development, the World Health Organization and the Pan-American Health Organization. Many 
of the faculty are also members of the School of Medicine's Center for Vaccine Development. 

• The Division of Neonatology provides advanced tertiary care for the smallest and sickest 
newborns. The state-of-the-art, 40-bed NICU is the largest in the state. The division 
collaborates with its counterpart at Johns Hopkins Hospital in providing transport of critically ill 
neonates from community hospitals to a tertiary center for intensive care. 

• Within the Division of Nephrology, a multidisciplinary team composed of a physician, 
social worker, dietitian, child life specialist, teacher and psychologist work together as a team. 
They strive to help patients with chronic renal disease maintain a lifestyle as similar as possible 
to that of healthy children. 

• Clinical care in the Division of Neurology focuses on developmental disabilities, 
progressive degenerative disorders and epilepsy. The Pediatric Headache Clinic is one of only 
two such clinics in the United States. 

The Division of Pediatric Medicine is comprised of a group of academic generalists 
committed to primary patient care, education and clinical research. The faculty within this 
division precept the residents for their longitudinal continuity clinic experience. In addition, the 
Community Practice Program, spearheaded by a member of this division, provides a 
complementary continuity experience in the community. 

• Clinical care for children with asthma via a Breath Mobile, which provides community 
access to a health care team through intervention programs in 20 schools, forms the cornerstone 
of the Division of Pulmonary/ Allergy . Other areas of expertise include the care of children with 
chronic lung disease, food allergy, and latex allergy. A research center for the genetics of 
asthma complements the clinical program. 

• The PhD faculty within the Division of Pediatric Research have a primary mission to 
conduct bench research. These scientists collaborate extensively with clinicians. The focus of 
this division is to conduct studies in developmental biology with a special emphasis on mental 
retardation and Sudden Infant Death Syndrome. 

In addition to the work in this division, each of the other specialty divisions does research within 
its own area of expertise. The department ranks among the top 10 of all public university 


pediatric departments in federal research grant awards, and the top 20 overall. Grants and 
contracts total more than $ 1 9 million. 

• The Pediatric Sleep Disorders Program combines research and therapeutic services for 

infants at risk for SIDS. For older children at risk for obstructive sleep apnea or narcolepsy, 
overnight sleep studies are conducted and interpreted. 

In addition, a number of faculty in the department are involved in international health. 
Students and residents interested in taking advantage of an international experience can learn 
first-hand the interaction and impact of social, economic, cultural and biological factors on 
health and disease. 

Our Community Partner 

Mercy Medical Center provides patient care and educational experiences which complement 
those activities at the University of Maryland Medical Center. A NICU, full-term nursery, 
general inpatient unit, pediatric clinic and urgent care center provide a wealth of opportunities 
for residents and students to learn the practice of pediatrics fi-om a community vantage point. 
Mercy is an affiliate and its staff are members of the faculty at the University of Maryland 
Medical Center. Here students and residents benefit from their interaction with the practicing 
community pediatricians. 

Graduate Education 

The Division of Graduate Education coordinates the graduate residency training programs. In a 
carefully balanced program of primary care, tertiary care and research, residents are prepared for 
careers in primary care medicine as well as for competitive fellowship positions. In addition to 
the training program in categorical pediatrics, training programs in Medicine/Pediatrics and 
Pediatrics/Emergency Medicine are also available. The combined programs foster interactions 
with colleagues who have expertise in other disciplines. 

A structured, didactic curriculum complements the broad clinical training. Formal 
teaching conferences as well as informal teaching rounds combine to enhance the educational 
process. Residents are certified in neonatal and pediatric advanced life support. Programs are 
fully accredited by the Accreditation Council for Graduate Medical Education. 

In addition to the three residency training programs, several fellowships are available. 
The divisions of Behavior and Development, Critical Care, Endocrinology, Gastroenterology, 
Infectious Diseases and Neonatology offer accredited fellowships that provide graduates the 
opportunity to become board-certified subspecialists. Post doctoral fellowships in genetics are 
available in clinical cytogenetics, clinical molecular genetics and clinical biochemical genetics. 
Postdoctoral training experience is also available in the Division of Infectious Disease and 
Tropical Pediatrics. 

Undergraduate Medical Education 

First Year 

Pediatric faculty participate in the Introduction to Clinical Practice Curriculum. During this 
experience, students begin to learn the art of clinical medicine through patient interviews and 
observation in various clinical sites. Pediatric faculty also participate as facilitators for the 
problem-based learning curriculum. 


Second Year 

During physical diagnosis, students work with pediatricians on campus and in community sites 
in acquiring the skills necessary to perform a pediatric history and physical examination. The 
faculty also contribute to the didactic lecture series that ties basic science to the practice of 
medicine through clinical correlates. 

Third Year 

Each student spends a total of six weeks in pediatrics. The goal of this experience is to provide 
students with an exposure to preventive care through child health supervision as well as an 
exposure to common problems and illnesses. Students learn to provide developmentally 
appropriate care for the whole child in the context of the family unit. This is accomplished 
through clinical experiences in primary care clinics and practices, specialty clinics, the pediatric 
emergency department, nursery and inpatient unit. A specially designed didactic curriculum and 
case discussion series, with faculty tutors, enhance and solidify the clinical experience. 

Fourth Year 

A number of exciting opportunities are available for senior students wishing to get a more in- 
depth experience in pediatrics. One-month acting internships are available on the general ward 
service as well as in the neonatal and pediatric intensive care units. Ambulatory experiences 
afford students the opportunity to see a large volume of children with a variety of clinical 
problems. Elective opportunities are also available in each of the subspecialty divisions outlined 
above. An elective month in a given subspecialty allows the student to focus on both inpatients 
and outpatients who are followed by the faculty in that division. A number of faculty within the 
department function as clinical advisors for students who wish to pursue residency training and 
ultimately a career in pediatrics. Many faculty members also serve as mentors to students 
throughout their four years of medical school. 

Pharmacology & Experimental Therapeutics 

Professor and Chair 

Edson X. Albuquerque, MD, PhD 

The department's teaching objectives are to provide medical and graduate students with those 
principles underlying the distribution, metabolism, mechanism of action and toxicity of 
therapeutic agents or substances. An overriding goal of the medical school teaching program is 
to convey the fundamental principles of basic and clinical pharmacology and therapeutics 
through an interdisciplinary teaching effort which brings together faculty from this department 
and those from other basic science and clinical departments. The faculty of the Department of 
Pharmacology & Experimental Therapeutics therefore provide substantial leadership and 
participation in the Pathophysiology and Therapeutics course given during the second year of the 
medical curriculum. When needed, the department also provides its teaching expertise to other 
courses of the medical curriculum, such as Host Defenses and Infectious diseases. 

Graduate Program 

At the graduate level, there are several defined areas of study (tracks): oncopharmacology, 
neuropharmacology, pharmacological biotechnology, and mechanistic toxicology. All tracks 


incorporate: 1) training in modem techniques of pharmacology (molecular biology; receptor 
biochemistry; cell biology; tissue culture; electrophysiology; protein crystal structure analysis 
and ligand binding; drug design, synthesis and modeling; etc.); 2) research directed toward the 
study of new drugs and increasing effectiveness of existing drugs used in treatment of human 
diseases; and 3) research to better understand actions of drugs and toxins on various organ 
systems. The department encourages the participation of medical students in graduate research 
through the MD/PhD Program. 

The Pharmacology Graduate Program is undergoing re-organization along with the other 
graduate programs in the School of Medicine and is found on the web at The program offers a broad range of courses including: 
biochemical pharmacology, developmental neurobiology, endocrine pharmacology, 
fundamentals of membrane transport, fundamentals of pharmacology, integrative pharmacology, 
introduction to membranes, ion channels, molecular neuropharmacology, molecular 
oncopharmacology, muscle cell biology and development, pharmacological biotechnology, and 
synaptic physiology and pharmacology. 

Faculty also offer summer research programs tailored to the research interests of medical and 
graduate students. Students should consult the graduate program director for further details 

Physical Therapy & Rehabilitation Science (PTRS) 
Professor and Chair 
Mary M. Rodgers, PhD, PT 

The School of Medicine (SOM) offers an entry-level professional doctoral degree in Physical 
Therapy (DPT), two post-professional doctoral degrees in Physical Therapy (transitional DPT, 
DScPT) and a PhD degree in Physical Rehabilitation Science. As an integral part of the health 
care delivery team, PTRS students and faculty strive to provide the best possible health care and 
service to their community and state. To help meet these standards, the department maintains a 
well-equipped service learning clinic and state-of-the-art, active research laboratories for faculty 
and students. 

In the entry-level DPT program, students complete four years of pre-professional course 
work including a bachelor's degree prior to beginning their studies on this campus, and three 
years of professional course work at SOM PTRS leading to the DPT degree. 

Clinical education is an essential part of the department's physical therapy program. The 
department is affiliated with more than 275 clinical facilities throughout the country. Clinical 
experiences are provided in general acute, rehabilitation, orthopaedic/sports medicine, 
neurology, pediatric, geriatric, extended care, critical care, home health and community health 
settings locally and throughout the United States. The clinical education program is divided into 
four practicum periods totaling 26 weeks of full-time experience. During the clinical practicums, 
the student has the opportunity to integrate knowledge gained from courses and to expand skills 
in evaluation, treatment and interpersonal communication. 


The PTRS faculty has research interests that are dedicated to understanding physical 
dysfunction and determining most effective treatment paradigms. The varied backgrounds of 
faculty members ensure an interdisciplinary approach in research, as well as collaborative 
projects with other departments. Current projects are related to the general areas of 
development, aging and response to exercise or electrical stimulation applied to specific clinical 
populations of wheelchair users, lupus, stroke and HIV disease. DPT students are encouraged to 
participate in research activities as hourly workers and/or as an elective experience. 

The Doctor of Science in Physical Therapy (DScPT) and Transitional Doctor of Physical 
Therapy (TDPT) programs offer practicing physical therapists the opportunity to pursue a 
terminal, clinical degree through a combination of distance education and on-site seminars. 
These programs allow students to maintain their clinical practice and personal responsibilities 
while learning through an Internet-based curriculum. The DScPT program is tailored to those 
physical therapists with years of experience and a desire to advance in an area of practice such as 
orthopedics, education, or management. The TDPT program permits physical therapists to 
update their credentials to the doctoral level that is obtained by students in the entry-level 

The PhD in Physical Rehabilitation Science is an interdisciplinary program requiring 4 to 
5 years study and research. Students come from a range of relevant backgrounds and take a 
minimum of 60 credits past their Bachelor's degree. They choose an area of concentration from 
the following areas: Epidemiology, Neuromotor Control, Rehabilitation Biomechanics and 
Rehabilitation Physiology. The credits consist of 10 in rehabilitation science core, 12 in tools 
and measurement, 4 in an interdisciplinary seminar, 22 in a concentration or cognate area and 1 2 
for the dissertation. Students are expected to be involved in research (including grant writing 
and publication) from the start of their program, and typically take their competency exams 
between the 2^^ and 3'^'^ years. Graduates of this relatively new program have found excellent 
post-doctoral positions. 

For additional information contact: 

Sandy McCombe Waller, PT, PhD, NCS 
Director of Entry-level Physical Therapy Program 

Fran Huber PT, Med, OCS 

Director of Doctor of Science in Physical Therapy Program 

Jill Whitall, PhD 

Director of PhD in Physical Rehabilitation Science Program 

Department of Physical Therapy and Rehabilitation Science 

University of Maryland School of Medicine 

Allied Health Building 

100 Penn Street 

Baltimore, Maryland 21201 



(410) 706-6387 (fax) 
http ://pt. umary land, edu 

Professor and Chair 
Meredith Bond, PhD 

The Department of Physiology provides lecture, laboratory and seminar coursework in the 
principles of human physiology for medical students and graduate students. Also offered are 
advanced courses in specialized areas of physiology for graduate students, fellows and interested 
medical students (see Graduate School catalog). 

Research Interests 

The faculty of the Department of Physiology are dedicated to elucidating fundamental new 
information about the mechanisms that underlie physiological processes. Many of the 
department's research programs focus on four general areas: cell and membrane physiology, 
neurobiology, reproductive biology and endocrinology, cardiovascular physiology and renal 
physiology. The research programs encompass a number of topics with direct clinical relevance, 
including projects related to cardiac arrhythmias, congestive heart failure, reproduction and 
contraception, diabetes, cancer, epilepsy and hypertension. Medical students are encouraged to 
participate in research activities during summer and other elective periods. Opportunities for 
combined MD/PhD training are also available. 

Undergraduate Medical Program 

First and Second Years 

The Department of Physiology is a major participant in the freshman curriculum with faculty 

teaching primarily in Functional Systems (Block IV) and Neurosciences (Block V) in the first 


Other opportunities: A number of elective courses, advanced seminars and research in 
special areas of physiology are open to interested students during the independent study or senior 
elective period or other free time. A combined MD/PhD program requiring additional 
coursework and original research is offered for highly qualified medical students. (See Graduate 
School catalog for additional advanced courses.) 

Fourth Year 

MPHY 542: Seminars in Physiology Elective. Advanced seminars in selected fields of 
physiology (e.g. cardiovasculEir, renal, endocrine and neural) are offered by arrangement with 
faculty each semester. 

MPHY 548: Research Elective in Physiology in Selected Fields. Students may elect to carry out 
independent research programs in faculty laboratories. 



Professor and Chair 

Anthony F. Lehman, MD, MSPH 

The goal of undergraduate psychiatric education is to assist students in acquiring an 
understanding of and an appreciation for the appUcation of behavioral and psychiatric principles 
in patient care and health maintenance through an exposure to a progressive sequence of 
intellectual stimulations, clinical experiences and appropriate professional socialization within 
the interdisciplinary framework of the new curriculum. More specifically, the curriculum aims 
to assist the student in: 1) acquiring a foundation of knowledge regarding the biological, 
psychological, sociological and humanistic aspects of the practice of medicine; 2) mastering 
basic interpersonal and psychiatric skills relevant to the management of patients with medical 
and/or emotional illness; and 3) emulating attitudes and values that enhance the professional 
roles and practices of a physician. 

Undergraduate Medical Program 

First Year (Psychiatry faculty teach in Blocks II, V and VI of the freshman curriculum.) 
Human Behavior. The Department of Psychiatry takes the lead in teaching the Human Behavior 
block which integrates information about human behavior from the biological, behavioral and 
social sciences as it applies to health, illness and treatment across the life span in our 
multicultural environment. The block introduces the important biopsychosocial framework, 
stressing the interacting influences of neurobiological, psychological and sociocultural factors on 
human behavior, illness and physician-patient interactions. The block is made up of lectures, 
small group sessions, demonstration/discussion periods and problem-based learning (PBL) 
groups. Psychiatry faculty contributes heavily to instruction and also serves as small group 
leaders in the Introduction to Clinical Practice Course. 

Second Year 

Psychopathology. This area of study is now taught as part of the neuroscience module of the 
Pathophysiology and Therapeutics course in the second year and through additional 
interdisciplinary teaching in other relevant systems (e.g., cardiovascular, endocrine, etc.) within 
the new curriculum. The module is designed to provide students with the basic concepts of 
pathophysiological and therapeutic interventions relevant to the neurosciences. This contains the 
core areas of clinical psychiatry, including psychopathology and the psychiatric treatment of 
mental disorders. The module seeks to foster an integrative approach to teaching by combining 
the knowledge and skills of faculty from the departments of Psychiatry, Neurology, 
Pharmacology, Pathology, Epidemiology & Preventive Medicine, Neurosurgery and 
Anesthesiology. The course format is based on lectures, audiovisual demonstrations (videotapes, 
live simulcast clinical interviews) small group discussions, problem-solving sessions and 
assigned readings for self-study. 

Psychiatric Interviewing/Mental Status Examination. This component is part of the second-year 
Introduction to Clinical Practice (ICP) course which is devoted to specialty physical diagnosis 


and examination. The psychiatric course is devoted to psychiatric interviewing, history taking 
and the mental status examination. A general introductory lecture is followed by a series of two 
four-hour small groups sessions where each student performs a live psychiatric interview, 
observes fellow students performing interviews, and reviews interviewing techniques and 
psychopathologic concepts with the small group preceptor. Attempts are made to expose the 
students to patients with psychotic, affective and addictive disorders in their small groups of four 
to five students. 

Third Year 

The required clerkship in psychiatry provides the main clinical experience in psychiatry for 
University of Maryland medical students. The psychiatry clerkship is now offered in a required 
four-week experience in the junior year. This course continues to provide the junior student with 
a core clinical psychiatric experience with additional seminars, small groups and case 

The core four- week psychiatry experience involves a primary assignment on an acute inpatient 
unit for the majority of students and for a minority of students it involves 2 two-week 
assignments to our two hospital based psychiatric consultation services. Comprehensive 
diagnostic assessments are coupled to treatments invoking pharmacological, psychotherapeutic, 
biological and psychosocial modalities, kitegrating the student into a multidisciplinary treatment 
team is stressed. In addition, emphasis is placed on the application of a mental status 
examination for each patient that you will encounter. 

You will work under the preceptorship of a psychiatry attending and resident while assigned to 
the inpatient units. Four hospitals are utilized for these assignments. They are the University of 
Maryland Medical Center (UMMS), the Baltimore VA Medical Center (BVA), the Walter P. 
Carter Center (WPCC) and the Spring Grove Hospital Center (SGHC). Students are assigned 
approximately three to four patients from the inpatient team and serve as their primary medical 
manager under the direct supervision of the attending and resident psychiatrists. This 
responsibility and involvement with patients provides an ideal setting in which the student may 
apply the biopsychosocial concepts learned in the first year human behavior course to the 
specific knowledge of psychopatholgy and therapeutic interventions presented in the sophomore 
pathophysiology and therapeutics course. A goal of the clerkship is to integrate this knowledge 
with the acquired skills of psychiatric interviewing, medical history taking and physical 
diagnosis acquired in the Introduction to Clinical Practice courses. As a student, you will 
assume an integral role on the multidisciplinary treatment team and in the ward milieu. 

Those students assigned to the consultation services are given an opportunity to see patients in a 
general hospital setting where other physicians have requested psychiatric consultation. Both of 
these services are offered at UMMS and are divided into a general psychiatry and an addiction 
psychiatry consultation service. 

In addition to the clinical assignments, students are given a limited seminar series. These 
seminars occur throughout the four- week course on Thursdays from 8 :30am- 12 noon. The scope 
of the morning seminars (8:30- 10: 15am) includes child psychiatry and addiction psychiatry. 


However, other pertinent areas of psychopathology and psychopharmacology will be covered in 
a series of seminars with Dr. Perez-Madrinan following the initial 2 hour seminar(10:30-12:00). 
It should be noted that in a four week clerkship not all areas of psychiatry can be covered for 
which you will ultimately be responsible for on the USMLE examination. A more 
comprehensive study guide with specific goals and objectives is provided within the orientation 
packet to assist the student into expanding the breadth of material that might appear on the shelf 
exam. In addition, a clinical case conference is given weekly with a focus on interviewing, 
diagnostic assessment and treatment skills with a variety of faculty. 

Additional responsibilities include in-house call responsibilities; attendance at a community 
based 12-step program (e.g., AA or NA) and the opportunity to observe electroconvulsive 
therapy. Each inpatient unit also has weekly administrative law hearings for involuntary civil 
commitments of persons suffering from severe mental illnesses that pose a danger to themselves 
and/or others and refuse a voluntary admission. 


The Department of Psychiatry offers elective courses in all four years of the medical school 
curriculum. Elective courses offered in the senior year are numerous and include in-depth 
psychiatric experiences in: inpatient, community psychiatry, emergency psychiatry, forensic 
psychiatry, child psychiatry, geriatric psychiatry, substance abuse, consultation/liaison psychiatry 
and research electives. 

Combined Accelerated Program in Psychiatry-CAPP Program. This longitudinal elective track 
has become nationally visible for its success in engaging students in psychiatry through an 
advanced three-year curriculum that begins in the freshman year. The program has continued to 
admit 12 freshman students each year. From early in the freshman year, the track provides an 
unfolding progression of combined small group seminars and clinical experiences in the 
behavioral sciences and clinical psychiatry. Students have seminars in advanced psychiatric 
interviewing, psychopathology, child psychiatry and a variety of psychotherapy modalities. In 
addition, an 8 week summer extemship in clinical psychiatry is offered in the summer following 
the freshman year and a clinical mentorship (which can involve a longitudinal faculty supervised 
psychotherapy patient) is offered as part of the sophomore year. 

Radiation Oncology 
Professor and Chair 
William F. Regine, MD 

Radiation oncology is a specialty devoted to the treatment of benign and malignant tumors. Sixty 
to 70 percent of all cancer patients will at some point during their disease need or be eligible for 
radiation therapy. Fifty percent of all patients being treated in the department are being treated 
for a cure. Nearly 40 percent of those treated for cure are treated by a multimodality approach. 
Approximately 30 percent of patients treated for a cure are being treated with radiation therapy 
as a sole method of treatment and as the method of choice to achieve a cure. 


Cancer is a complex disease. The modem and also the best approach to treating this 
disease is multi-modality therapy. Evidence suggests that this approach to cancer offers a patient 
the greatest chance of survival. This requires a multi-disciplinary approach to the evaluation and 
treatment. Emphasis is placed on the principles of radiation oncology, radiation biology, and 
radiation physics. The student will be taught to value the importance of the combined modality 
approach through lectures, actual case presentation, demonstrations and participation in new 
patient and follow-up clinics. The student uniquely will receive experience in the examination 
and diagnosis of physical findings associated with the pathology of malignant diseases. There 
will be teaching in the area of tumor pathology, biology, and behavior. The student will be made 
aware of the role of radiation oncology and the indications for its use in the management of 
patients with cancer. 

Research Interests 

Department research efforts are focused upon many areas of oncology. The use of radiation as a 
systemic treatment agent, brachytherapy, , neuro-oncology, conformal therapy, 3-D treatment 
planning, CT simulation, microcirculation of tumors, tumor microenvironment, molecular 
oncobiology, gamma knife and extracranial stereotactic radiosurgery, and fractionation schemes 
represent several departmental research interests. These activities are conducted in the clinical 
and basic science environments. 

Undergraduate Medical Program 

Fourth Year 

Elective in Radiation Therapy. Students interested in oncology are offered an opportunity to 
participate as members of the radiation oncology team. They become familiar with the 
evaluation, management and follow-up of cancer patients. Included are treatment plaiming, 
dosimetry, the use of interstitial and intracavitary sources of radionuclides, remote afterloader 
and stereotactic radiotherapy. 

Graduate Program 

An approved four-year residency program in Radiation Oncology is offered at the University of 
Maryland Medical System. Teaching is carried out through didactic lectures, clinics and 
numerous teaching conferences, clinical and basic research, with emphasis on patient care, under 
the supervision of full-time staff. Elective time is spent in related oncological specialties to 
promote the multidisciplinary concept of managing cancer patients. The department has state-of- 
the-art equipment and operates several sites both on and off- campus, which include: the 
University Physicians Professional Building, a main facility in the Gudelsky Tower of the 
University of Maryland Medical Center, and the Central Maryland Oncology Center in 
Columbia, MD and the Helen P. Denit Center for Radiation Therapy in Olney, MD. 


Barbara Baur Dunlap Professor and Chair 

Steven T. Bartlett, MD 

The Department of Surgery is organized into 1 1 divisions: Cardiac Surgery, Emergency 
Medicine, General Surgery, Plastic and Reconstructive Surgery, Surgical Oncology, Pediatric 
Surgery, Thoracic Surgery, Transplantation, Urology, and Vascular Surgery. Many faculty 


members participate in the teaching of anatomy, pathology and physiology, and almost all 
participate in formal courses offered during the clinical years. During the junior year, all 
students must complete the eight-week clinical clerkship in surgery. Four weeks are spent in 
general surger\', two weeks in Shock Trauma, and two weeks in surgical specialties of vascular, 
transplant, CT and pediatric surgery. The general surgical clinical rotations are based at the 
Universit\' of Maryland Medical Center, Mercy Medical Center and the Baltimore Veterans 
Affairs Medical Center. The four- week subspecialt>^ rotation will consist of one week in 
urology, orthopaedics, otolaryngology and anesthetic management emphasizing airway 

Electives in surgical research and summer fellowships are available to students in all four 
years. More extensive clinical experience with greater patient responsibilit>^ is offered by all 
divisions as subintemships and electives during the fourth year. 

The surgical clerkship exposes the student to disease entities that can or should be treated 
by operative intervention and to the physiologic and metabolic consequences of such 
intervention. Students learn to recognize conditions that will require surgical consultation. They 
gain an appreciation of wound care as well as familiarity with basic emergency procedures. This 
course of study enables the future family practitioner, internist, pediatrician or psychiatrist to 
discuss probable treatment and prognosis of various surgical diseases with their patients. 
Further, students are given the opportunity to explore various surgical disciplines and to 
participate fully in the daily activities of the surgical teams. 

Graduates of approved medical schools may be considered for residencies in General 
Surgery, Emergency Medicine, Neurological Surger\-, Otolar>'ngology-Head and Neck Surgery, 
Pediatric Surgery, Plastic and Reconstructive Surgery, Surgical Critical Care, Thoracic and 
Cardiovascular Surgery- and Urology. 

Division of Emergency Medicine 
Professor and Chief 
Brian J. Browne, MD 

Undergraduate Medical Program 

Third Year 

During the third year, students are able to evaluate patients in the emergency room setting as part 

of the various surgical teams to which they are assigned during the basic surgical clerkship. 

They begin to establish priorities for expedient formulation of differential diagnoses and prompt 


Fourth Year 

The Division of Emergency Medicine offers a one-month elective during the senior year. Under 
direct supervision, the student functions as an intern, evaluating the patient by means of a 
complete histor\' and physical examination and appropriate laboratory studies. Faculty- offer 
monthly anatomic laboratories during which students learn minor procedures and suturing 
techniques. Didactic sessions include lectures and teaching rounds. Each smdent spends one 
shift riding an ambulance with Bahimore Cit>- paramedics. 


Graduate Studies 

The University of Maryland offers an accredited three-year residency program in emergency 
medicine. Residents rotate through Mercy Hospital, the R Adams Cowley Shock Trauma 
Center, as well as the University of Maryland Medical Center, which is the principal teaching 
facility for the program. 

Division of General Surgery 

Adrian E. Park, MD, FRCS(C), FAGS 

Campbell and Jeanette Plugge Professor of Surgery 

Chief, Division of General Surgery 

Undergraduate Medical Program 

First Year 

Faculty members of the Department of Surgery participate in the Structure and Development, 

Neurosciences, and Functional Systems blocks of the first year of the undergraduate curriculum. 

Third Year 

Students are divided into groups for continuous assignment to individual patient services. 
Selected patients are assigned to individual students who are expected to record a complete 
history, the results of a physical examination and required laboratory studies. The differential 
diagnosis, final diagnosis and recommendations for therapy must be developed. Operating room 
participation, supervised direct patient care and attendance at outpatient clinics are required as 
part of the emphasis on continuity of patient responsibility. The program is designed to provide 
the student with a broad overview of the fundamentals of the discipline in the clinical 
environment by emphasizing contact with a wide variety of adult and pediatric patients. Clinical 
problems encountered usually include surgical infections, neoplasms, trauma, endocrine 
disorders, vascular disease, gastrointestinal problems, metabolic disorders and congenital 

The student is responsible for a core curriculum of surgical knowledge. Emphasis 
throughout the course is placed on problem solving through correlation of basic science 
information with clinical diagnosis and management. Didactic instruction is provided through 
lectures, small discussion groups, clinical conferences and grand rounds. Final evaluation is 
based upon clinical performance and a comprehensive examination. 

Fourth Year 

The Department of Surgery offers four- week subintemships in general surgery at University of 
Maryland Medical Center and the Baltimore Veterans Affairs and Mercy Medical Centers for 
those students interested in a career in surgery or seeking to expand their knowledge of surgical 
science. Various clinical electives in general surgery are offered at the University of Maryland 
Medical System, Mercy Medical Center and York Hospital. Electives include general surgery, 
trauma surgery, vascular surgery, transplantation surgery and surgical intensive care. 

Senior students are expected to be an integral part of the surgical team. Under 
supervision, they assume responsibility for initial patient evaluation in the clinics and emergency 


room, participate in pre- and post-operative care, attend the operating room, participate in 
clinical conferences and take night call. 

Graduate Programs 

A fully accredited residency in general surgery is based at the University of Maryland Medical 
System, incorporating important clinical experience at Mercy Medical Center and the Baltimore 
Veterans Affairs Medical Center. The program offers five years of clinical experience with 
graded responsibility and one year of basic investigation. Additionally, a fellowship in surgical 
endoscopy and laparoscopic surgery is available. 

Division of Pediatric Surgery 

Roger Voigt MD 

Professor and Head, Division of Pediatric Surgery 

Undergraduate Medical Program 

Third Year 

The Division of Surgical Services for Infants and Children aims to provide students with a 
perspective on the unique problems encountered by families, physicians and nurses when caring 
for patients with pediatric surgical illness, to teach management of these often complex problems 
and to introduce the delicate surgical techniques developed especially for young patients. 
As part of the basic surgical clerkship, students may elect to spend three weeks with the pediatric 
surgical team. Each is assigned patients to evaluate preoperatively, to accompany to the 
operating room and to help manage during the postoperative period. Emphasis is placed on 
differential diagnosis, embryology, anatomy and developmental pathophysiology. Patients range 
in age from prematurity to adolescence. Exposure to the nursery, pediatric emergency room and 
intensive care units is an integral part of the experience. Didactic instruction is provided in the 
operating room, during teaching rounds, by case presentations and in conferences. 

Fourth Year 

During the senior year, students may choose a one-month elective on the pediatric surgery 
service functioning, under supervision, as a subintem. 

Graduate Studies 

The University of Maryland Baltimore-Johns Hopkins University integrated training program in 
pediatric surgery offers an accredited two-year residency. The program requires board eligibility 
in general surgery with candidates applying during the fourth or fifth year of general surgery 
training. This residency participates in a match program with 33 centers in the United States and 

Division of Plastic and Reconstructive Surgery 
Professor and Chief 
Nelson H. Goldberg, MD 

Undergraduate Medical Program 

As part of the basic surgical subspeciality clerkship, students may elect a rotation on the plastic 
surgery service at the University of Maryland Medical Center. Emphasis is placed on learning 


the principles of wound healing, wound care and reconstruction of post-traumatic or ablative 
defects. Students are also introduced to the treatment of congenital abnormalities and cosmetic 
problems in both the inpatient and ambulatory environments. Daily teaching rounds provide 
students with an opportunity to participate in case presentations. Students accompany patients to 
the operating room and attend all teaching conferences. 

A one-month elective is available to senior students interested in plastic and 
reconstructive surgery. Under supervision, the student functions as a subintem taking 
responsibility for pre- and post-operative care of selected patients. 

Graduate Studies 

The University of Maryland Baltimore and Johns Hopkins University offer a combined three- 
year residency program in plastic and reconstructive surgery. Each year, three residents enter 
this fully accredited residency training program and, upon completion, are eligible for 
examination by the American Board of Plastic and Reconstructive Surgery. Training takes place 
at the University of Maryland Medical Center, the Johns Hopkins Hospital, the R Adams Cowley 
Shock Trauma Center, Bayview Medical Center, Union Memorial Hospital, and the Baltimore 
Veterans Affairs Medical Center. 

Division of Thoracic and Cardiovascular Surgery 
Bartley P. Griffith, MD 
Professor and Head 

Undergraduate Medical Program 
Third Year 

The basic surgical clerkship includes a rotation on the cardiothoracic service. Students 
participate, along with the resident staff, in all service activities, patient care responsibilities and 
teaching conferences. 

Fourth Year 

The goal of the one-month senior elective in cardiothoracic surgery is to present, in a clinical 
setting, the basic pathophysiologic principles of thoracic and cardiovascular surgery. The 
student becomes an integral member of the patient care team and, under supervision, participates 
in the capacity of an intern. Emphasis is placed on diagnosis and management of the patient with 
surgical heart disease. 

Graduate Studies 

The three-year residency program is accredited by the Residency Review Committee of Thoracic 
Surgery. Applicants must be eligible for the American Board of Surgery examination on 
admission to the program. Residents are given an opportunity to assist and then perform all 
types of cardiothoracic operative procedures, with a particular emphasis on adult cardiac and 
general thoracic surgery. 


Division of Transplantation 
Benjamin Philosophe MD, PhD 
Associate Professor and Head 

Undergraduate Program 

Third Year 

The basic surgical clerkship includes a rotation on the abdominal transplant service. Students 
participate, along with the resident staff, in all service activities, patient care responsibilities and 
teaching conferences. 

Fourth Year 

The goal of the one-month senior elective in transplant surgery is to understand and assist in the 
management of patients with renal, pancreas and hepatic transplants. This includes the basic 
understanding of immunosuppression, clinical immunology, the technical aspects of each 
procedure, organ donation and removal and complications of transplantation. The students are 
exposed to a large volume of patients and intense clinical service. 

Graduate Program 

An accredited fellowship program in transplantation surgery is available to candidates who have 
completed residency training in general surgery. This one-year program is based at the 
University of Maryland Medical Center. Fellows may elect to spend an additional year devoted 
to clinical research. 

Division of Urology 

Jeffery Sklar, MD 

Associate Professor and Head 

Undergraduate Medical Program 

The curriculum is designed to introduce urologic principles as they relate to preservation of 
health through maximum renal function, normal urine storage and transport, an acceptable 
voiding pattern, treatment and prevention of urinary infection, identification and management of 
neoplasms of the urinary tract and male reproductive system and management of urolithiasis. 
Instruction is also given on disorders of the male reproductive tract including infertility and 
disturbance in sexual function. 

During the surgical subspecialties clerkship, students can elect a specialty rotation on the 
urologic service at either the University of Maryland Medical Centerl or the Harbor Hospital 
Center. Each student is assigned patients to evaluate, follow and present to members of the 
faculty. Daily rounds and conferences are held. The students observe and participate in 
diagnostic and operative procedures and attend the outpatient clinic. 

Senior students may participate in a one-month elective in urology at the University of 
Maryland Medical System. 


Graduate Studies 

The residency program consists of five years of urologic training following two prerequisite 
years of general surgery. In addition to four years of clinical training, one year is devoted to 
basic investigation in the laboratories of the division. 

Division of Vascular Surgery 
William R. Flinn, MD 
Professor and Head 

Undergraduate Medical Program 
Third Year 

Vascular surgery is one of the core components of general surgery, and third-year medical 
students rotate on the Vascular Surgery Service for periods of two-to-four weeks. Students are 
specifically instructed on the performance of a thorough vascular examination, including the 
detection of carotid artery disease, aneurysm disease, and extremity arterial occlusive disease. 
They are instructed in the application of non-invasive vascular testing, including the bedside 
Doppler examination, as well as more sophisticated duplex ultrasound scan diagnosis. During 
their operating room experience, students assist in performing of major vascular reconstructive 
surgical procedures. 

Fourth Year 

Fourth-year medical students may elect a one-month rotation on the Vascular Surgery Service. 
During this time they are given responsibility for initial patient evaluation and assist in the 
plarming of diagnostic evaluation and therapeutic management. Students are given advanced 
instruction in the performance and interpretation of noninvasive vascular testing, as well as 
evaluation of diagnostic arteriograms. Senior students have increasing responsibility in the 
operating room to help develop their technical skills. Students are also encouraged to participate 
in ongoing clinical research. 

Graduate Studies 

The Division of Vascular Surgery offers a fully accredited two-year residency position in 
General Vascular Surgery. The first year of this program includes experience in the Vascular 
Research Laboratory participating in ongoing primary research. The first year of the program 
also includes dedicated experience in the Non-invasive Vascular Laboratory, where the trainee 
will acquire skills in the performance and interpretation of all forms of non-invasive diagnostic 
testing. This preliminary year also includes experience in performing endovascular therapies. 
The second year of training is the clinical year, which is shared between the University of 
Maryland Medical Center and the Baltimore Veterans Administration Medical Center. The 
trainee serves as the supervisory resident on the Vascular Surgery Service, and is involved in the 
diagnostic evaluation, therapeutic decision making, and performance of vascular surgical 



Program in Comparative Medicine 

Director: Louis J. DeTolla Jr., VMD, PhD 

Associate Professor, Departments of Pathology and Medicine 

The Program in Comparative Medicine, established in 1989, studies the characterization of 
animal models of human disease for biomedical research and the use of such models to advance 
understanding of disease or biological processes. Comparative Medicine contributes to the 
School of Medicine by providing accredited services for laboratory animal care through 
Veterinary Resources, collaborative research, professional development of veterinary physicians 
and staff, formal training of veterinarians in residence, and a resource for information and 
mstruction on the use of laboratory animals in research. 

A three-year, full-time specialty training program in laboratory animal medicine is 
offered to prepare residents for board certification in the American College of Laboratory 
Animal Medicine (AC LAM). Applicants must have the DVM degree or equivalent from an 
accredited school of veterinary medicine, three years of full-time clinical practice experience, 
demonstrated interest/experience in laboratory animal species and research aptitude/experience. 
The program trains veterinarians in clinical laboratory animal medicine, surgery, pathology, 
laboratory diagnostics, husbandry, administration, legal aspects of animal care and use, and 
biomedical research, and includes assignment to clinical and laboratory rotations, coursework, 
seminars and contributions to scientific meetings. Research endeavors include vaccine 
development, transgenic animal production, infectious diseases, gene therapy, diagnostics and 
medical primatology. 

The program also provides veterinary medical services to the Dental School, the School 
of Pharmacy, the University of Maryland Baltimore County and the Baltimore Veterans Affairs 
Medical Center. In addition, there are active working relationships with the Baltimore Zoo, the 
Comparative Medicine Division of Johns Hopkins University School of Medicine, Towson 
University and the Gerontology Research Center of the National Institute on Aging. The director 
serves as a member of the Animal Policy Committee of the National Aquarium in Baltimore and 
directs an extemship program for senior veterinary students of the Virginia/Maryland Regional 
School of Veterinary Medicine. The director also serves as director of the University of 
Maryland Baltimore Veterinary Resources and is currently the principal investigator for the non- 
human primate core of The Mid- Atlantic Regional Center for Excellence (RCE) for Biodefense 
and Emerging Infectious Diseases, which is funded by the National Institute for Allergy and 
Infectious Diseases (NIAID). Faculty have primary academic appointments in various clinical 
and basic science departments and secondary appointments in Comparative Medicine. 


Program in Complementary Medicine 

Director: Brian M. Berman, MD 
Professor, Department of Family Medicine 

The mission of the Program in Complementary Medicine is to evaluate the scientific foundation 
and efficacy of complementary/alternative medicine and explore its integration into mainstream 
medicine through an evidence-based framework. Designated as a program within the School of 
Medicine in 1997, the unit was started in 1991 and was formerly a division within the 
Department of Family Medicine. The program has been continuously involved in four 
overlapping spheres of activity: research, education, database and literature evaluation and 
clinical care. Over the past three years the program has also been home to a National Institutes 
of Health center grant for research in complementary medicine and pain. 

The research activities of the program include: a) basic science investigations of the 
mechanism of action of complementary therapies, b) investigation of the efficacy, safety and cost 
effectiveness of complementary therapies, with special interest in dysfunction or illness from 
chronic pain and stress, using randomized control trials, clinical trials and outcome study 
designs, and c) surveys of the attitudes and clinical behaviors of various physician groups toward 
complementary therapies, which has significant implications for consumer options. In an effort 
to collect and evaluate the existing literature in complementary medicine and pain, the program 
has developed a database called C AMPAIN of all relevant citations in this area, and team 
members are involved with systematic reviews and meta-analyses. In addition, the program 
serves as the coordinating center for the complementary medicine field of the Cochrane 
Collaboration, an international effort to systematically review and update medical therapies. The 
faculty of the program is strongly committed to collaboration on scientific research within our 
own institution and with institutions nationally and abroad. 

The program also provides an integrative medical clinic where patients are offered a 
broad range of treatment options that include conventional and complementary treatments. 
Complementary therapies included at the clinic range from traditional Chinese medicine and 
acupuncture, to homeopathy and mind/body therapies. The diagnoses seen in the clinic are 
primarily pain-related and include arthritis, fibromyalgia, headaches, chronic back and neck pain, 
with a smaller amount of cancer-related and neurologic pain. Clinical service contacts are tacked 
longitudinally to provide regular feedback to practitioners of treatment plan outcomes and to 
provide preliminary data for more formalized research protocols such as clinical trials. 

The purpose of our education program is to increase the medical profession's knowledge 
of complementary medicine and review the safety and efficacy of various complementary 
therapies. Educational initiatives include a fourth-year medical school survey course. 
Introduction to Complementary Medicine, offered as an elective. In addition, complementary 
medicine lectures are offered as part of the required third-year family medicine core residents' 
training, bringing in experts in complementary medicine from across the country. A visiting 
professor series was introduced in 2000 and aims to build links with clinicians and researchers in 
other countries. 


Program in Human Genetics 

Director: Alan R. Shuldiner, MD 

Professor, Departments of Medicine and Physiology 

660 West Redwood Street, Room 494 

Baltimore, MD 21201 

Tel: 410-706-1623 



The unveiling of the complete sequence of the human genome is providing exciting new insights 
into human biology and disease. Coupled with advances occurring in areas such as high 
throughput technologies and computing, exceptional opportunities now exist to uncover the 
molecular bases of many medical conditions, from rare monogenic diseases to common diseases 
of complex inheritance - discoveries that will translate into exciting new strategies for prevention 
and treatment. The Program in Human Genetics and Genomic Medicine is an inter-departmental 
program that emphasizes a multidisciplinary team approach to research training and discovery. 
Faculty have expertise across a wide range of disciplines including clinical investigation, 
molecular genetics, cytogenetics, cancer genetics, biochemical genetics, functional genomics, 
molecular and cell biology, genetic epidemiology, statistical genetics, and bioinformatics. The 
Program offers opportunities for students at all stages including undergraduate, graduate, and 
post-graduate. The graduate program grants both master's and doctoral level degrees. In 
addition, there is a nationally accredited master's in genetic counseling training program. 
Positions are also available for post-doctoral fellows in genetics/genomics as well as MD 

Program in Neuroscience 

Director: Michael T. Shipley, PhD 

Professor and Chairman, Department of Anatomy & Neurobiology 

The University of Maryland Baltimore offers an inter-disciplinary program of study leading to a 
PhD degree in neuroscience. The program offers research training in a wide range of brain 
sciences, including cellular, molecular and integrative neuroscience. Research training programs 
investigate a wide range of issues, at levels ranging from ion channels and single cells to 
complex subsystems of the mammalian brain and regulation of behavior. These include studies 
focusing on Biological Mechanisms of Learning & Memory, Synaptic Physiology & Plasticity, 
Developmental Neurobiology, Pain Mechanisms, Neuroprotection & Brain Injury, Mechanisms 
of Dementia and Psychiatric Disorders, Brain and Reproductive Function, Genetic Basic of Brain 
Functions, Taste and Smell, Drug Discovery, Neuromuscular Functions & Disorders. 

There are over 80 faculty members in the Program in Neuroscience. These faculty 
members are widely recognized as experts in neuroscience research and the treatment of 
neurological disorders. They function in state-of-the-art research and clinical facilities. In 
addition, they compete successfully for high levels of national grant funding. Faculty members 
have numerous collaborative teaching and supervisory interactions, which provide cohesiveness 
to the program and abundant opportunities for students, residents and fellows to obtain 
experience in interdisciplinary neuroscience studies. With over 35,000 square feet of space in 


laboratories of the participating faculty and more than 4,000 square feet of common equipment 
rooms, the Program in Neuroscience facilities include all the basic equipment needed for 
electrophysiological, optical, ultrastructural, immunological and molecular neurobiological 

Program faculty employ a wide variety of state-of-the-art techniques. At the molecular 
level investigators study the structure, function and membrane organization of ion channels and 
neurotransmitter receptors. Using in vitro techniques (e.g., tissue culture and brain slices), 
investigators study intrinsic cellular properties as well as interactions between cells in simple cell 
assemblies or systems with various techniques: electrophysiology (patch clamp, single channel, 
intracellular), functional imaging (calcium imaging, voltage-sensitive dyes), cell biology 
("caged" compounds, confocal microscopy, immunocytochemistry, histochemistry), and 
molecular biology (DNA cloning, gene transcription, oocyte expression and transgenic mice). 
Neurochemical methods are used to investigate the activation of neurotransmitter receptors, 
second messenger production and the sequelae of these processes. Sensory systems (vision,, 
audition, olfaction, pain, touch and taste) are studied with electrophysiological, behavioral and 
neuroanatomical techniques. At complex organizational levels, investigators study hormonal 
control of gene expression in the regulation of sexually dimorphic behaviors, neuronal cell death 
and the neurobiological basis of psychiatric illnesses. Behavioral and imaging (fMRl) studies in 
humans address the neurobiology of speech and language disorders, and pain mechanisms. 

The inter-departmental Program in Neuroscience has laboratories located in the Medical, 
Dental and Pharmacy Schools, and the Maryland Psychiatric Research Center. Program faculty 
have numerous collaborations, which provide abundant opportunities for students to obtain 
experience in interdisciplinary neuroscience studies. 


The graduate curriculum is tailored to meet each student's research interests and career goals. 
The training program stresses hands-on experience in a wide variety of state-of-the art 
approaches and techniques. This experience is gained through a series of rotations in different 
laboratories, to gain familiarity with various techniques and scientific environments. 

All students complete a one-semester "Introduction to Neuroscience" course and a course 
in biostatistics. The program offers a wide variety of advanced courses, covering all areas of 
modem neuroscience research. In addition, students participate in journal clubs and seminars. 
First-year students also attend Professor's Rounds in Neuroscience, an informal series of talks by 
faculty designed to introduce the faculty and their research interests. The program offers a 
variety of activities designed to advance students' career development, including courses on 
writing grant applications and scientific papers, communication skills, and instruction on 
employment opportunities in academia, industry and science policy and administration. 

Laboratory rotations and coursework are completed by the end of the second year in the 
program, at which point the student will have selected a faculty mentor and dissertation 
laboratory. Successful completion of a qualifying exam at the end of the second year enables the 
student to advance to candidacy for the PhD degree. As a PhD candidate, the student's primary 
focus is on research, with continued attendance at journal clubs and seminars. 



Students accepted into the program receive financial support from NIH-frmded training grants 
and from University of Maryland Baltimore sources. Stipend amounts for 1999-2000 were 
$16,000 - $18,000, plus tuition remission and student health insurance. Financial support is 
available for the duration of time required to complete the PhD, which typically takes four to six 
years. There are currently no teaching requirements for graduate students, although teaching 
opportunities are available for qualified, interested students. 


Successful applicants have a bachelor's degree with training in an appropriate major field, strong 
letters of recommendation and high GPAs and GRE scores. Intemafional students must take the 
Test of English as a Foreign Language (TOEFL) exam. Although applications are reviewed 
throughout the year, students are encouraged to apply early. Admission to the program is highly 
competitive, and acceptances are made as qualified candidates are identified. 

Application forms can be obtained by contacting the program administrator via e-mail at Alternatively, you can fill out the on-line inquiry form 
( and we will send you an application, or 
you can go directly to the official graduate admission form 
( and fill out an on-line application. 

Program in Oncology 

Director: Kevin J. Cullen, MD 
Professor, Department of Medicine 

Within the School of Medicine and the other UMB schools, the program in Oncology and the 
University of Maryland Greenebaum Cancer Center serve to facilitate cancer-related activities on 
campus. The Program in Oncology is the academic core of the Cancer Center and is based in the 
School of Medicine. Faculty members of the program recognize a level of excellence in, and 
dedication to, cancer-related teaching, research, patient care and community outreach activities. 
The Program in Oncology members have academic appointments in various clinical and basic 
science departments of the School of Medicine and other UMB schools, such as Pharmacy, 
Dentistry, Social Work and Nursing. Activities of the Program in Oncology include basic and 
translational cancer research, student and house officer teaching and a strong focus on new 
therapies in both an inpatient 40-bed unit and outpatient setting. In addition to full-time 
attending services on medical oncology and hematology. Cancer Center members participate in 
multidisciplinary clinical programs centered around specific cancers (e.g. breast, thoracic, 
genitourinary, gynecologic, head and neck, gastroenterologic and hematologic malignancies) 
with specialists from surgical and radiation oncology to provide integrated care for the cancer 

The University of Maryland Greenebaum Cancer Center has substantial NCI/NIH 
funding and is one of only six National Cancer Institute plaiming centers. The Cancer Center is a 
strong participant in new drug development and trials, and is one of only a few cancer centers 
with an NCI Phase I Clinical Trials grant. Virtually every important drug in use in oncology 


today has been tested in this program. The Cancer Center has also estabhshed strong programs 
in Molecular and Structural Biology, Viral Carcinogenesis, Aerodigestive Cancers, Breast 
Cancer, Prostate Cancer, and Cancer Prevention and Control. The members have a strong 
commitment to intra- and inter-institutional cooperative cancer research. 

Students and residents participate in weekly grand rounds and conferences, and students 
are encouraged to become involved in research projects with Program in Oncology members. 
Fellows at the Cancer Center work closely with senior faculty physicians and benefit from a 
comprehensive training and research environment. The Fellowship Program is a joint activity of 
the Cancer Center and the Division of Hematology/Oncology of the Department of Medicine at 
the University of Maryland School of Medicine. During the program, fellows receive intensive 
clinical training in a wide range of malignancies and support for independent, clinical and basic 
research projects. 

Program in Trauma 

Director: Thomas M. Scalea, MD 
Professor, Department of Surgery 

The Program in Trauma is organized as a multidisciplinary clinical, educational and research 
component within the School of Medicine. The program's core service includes general surgery, 
critical care, orthopaedics, plastic surgery, anesthesia, infectious disease and hyperbaric 
medicine. The R Adams Cowley Shock Trauma Center is defined in Maryland law as the "core 
component of the state's emergency medical system and shall continue to serve as the state's 
primary adult trauma clinical resource center" for Maryland's comprehensive system of 
emergency services. The center is designated by Maryland Institute for Emergency Medical 
Services Systems (MIEMSS) as the Primary Adult Resource Center (PARC) for trauma and also 
serves as the designated Neurotrauma Center. Shock Trauma is a statewide referral site for 
patients with multisystem injury, acute complex orthopaedic injury, spinal cord and column 
injuries, brain injury, hyperbaric medicine therapy, and patients who are at risk for multiple 
organ dysfunction. 

Shock Trauma serves as Maryland's principle teaching site for training physicians and 
allied professionals in the care of injury. The trauma/critical care training program involving the 
trauma teams and all other specialty services includes students and residents from a variety of 
prestigious schools and programs across the country. Students and residents participate in 
patient care, core curriculum lectures, case conferences and weekly grand rounds. Students and 
residents are also given the opportunity to participate in clinical research trials. 

Undergraduate Medical Program 
Third Year 

GSUR 530. A three-week trauma team rotation is required as part of the basic surgical clerkship. 

Students participate under supervision in the clinical resuscitation, diagnosis, and management of 

trauma and emergency medicine. 

Fourth Year 

GSUR 546 01 . Senior students may elect a one-month elective on the traiuna surgery team. 


Graduate Programs 

In conjunction with the Department of Surgery, an approved surgical critical care fellowship is 
offered with three months on the trauma surgical team and rotations through all the UMMS 
intensive care units. Successful completion leads to eligibility for a certificate of added 
qualification in surgical critical care. An approved orthopaedic trauma fellowship is also offered 
at the Shock Trauma Center. Finally, a one-year fellowship in trauma anesthesia is offered. 
Over the past two decades, graduates of these fellowships have become leaders in trauma across 
the country and abroad. 

Organized Research Centers 

Center for Integrative Medicine 

Director: Brian M. Berman, MD 
Professor, Department of Family Medicine 

The Center for Integrative Medicine is dedicated to enriching current medical practice through 
evaluation of the scientific foundation of complementary medicine, integration of evidence- 
based complementary medical therapies and approaches into patient care and emphasis on a 
humanistic approach to healing that values mind, body and spirit and partners with patients in 
healing. The program was founded in 1991, established in the School of Medicine in 1997 and 
became an Organized Research Center in 2002. It is comprised of four inter-dependent divisions 
of research, education, patient care and informatics. Faculty members from the Center work 
collaboratively with departments and colleagues across the schools at the University of Maryland 
Baltimore, as well as with investigators nationally and internationally. 

For the past nine years the Center for Integrative Medicine has been a National Institutes 
of Health (NIH) specialized center for research in complementary medicine with a broad- 
reaching program of clinical, pre-clinical and survey research investigating the safety, efficacy, 
cost-effectiveness and mechanism of action of complementary medicine, as well as evaluating 
integration of these approaches into mainstream care. Areas of focus include traditional Chinese 
medicine, including acupuncture, herbs and Qi Gong, and mind/body therapies; with disease 
areas of focus in pain related disorders such as arthritis, fibromyalgia, cancer pain, and low back 
pain. The Center also has a NIH planning grant for an international collaborative center with the 
Chinese University of Hong Kong investigating traditional Chinese medicine for functional 
bowel disorders. 

The Center provides teaching in all four years of the medical school curriculum and a 
one-month elective for fourth year medical students. The Center also provides teaching to 
Family Medicine residents and offers a fellowship program, in conjunction with the University 
of Arizona, with clinical mentoring and on-line course modules. The aim of the education 
initiatives is to increase awareness and knowledge of complementaiy therapies among health 
professionals and facilitate the practice of integrative medicine. In addition, the Center is 


committed to increasing the pool of investigators dedicated to investigation of integrative 
medicine through both research fellowships and mentoring of junior faculty, as well as seed 
funding grants to University of Maryland faculty for pilot research studies. 

In order to disseminate high-quality information on complementary and integrative 
medicine and to guide future research, the Center is involved in gathering and systematically 
reviewing the world-wide literature in complementary medicine. Two comprehensive databases 
(CAMPAIN & ARCAM) are available on the Center's website, in addition to the Cochrane 
Collaboration registry of complementary medicine trials and systematic reviews. The Center is 
the coordinating center for the complementary medicine field of the international Cochrane 

The Center operates an out-patient clinic since 1992 at the University of Maryland's 
James L. Keman Hospital where patients are offered both complementary and conventional 
medical therapies and integrative models of care for acute and chronic health disorders. The 
clinic is one of seven charter members of the Philanthropic Collaborative for Integrative 
Medicine's clinical network, whose purpose is to share best practices and ensure the economic 
viability of integrative medicine clinical practice. 

Brian Herman, MD 

Professor and Director 

Center for Integrative Medicine 

University of Maryland ~ School of Medicine 

2200 Keman Drive ~ Keman Hospital Mansion 

Baltimore, Maryland 21207-6697 

410-448-6871 ~ fax: 410-448-6875 

Center For Research on Aging 

Co-Directors: Andrew P. Goldberg, MD, Professor, Department of Medicine and Jay S. 
Magaziner, PhD, MS Hyg., Professor, Department of Epidemiology and Preventive Medicine 
The Center for Research on Aging was established in 1998 under the leadership of Andrew P. 
Goldberg, MD, and Jay S. Magaziner, PhD, MS Hyg. The Center interfaces with and 
complements existing efforts of investigators in gerontology and geriatric medicine to develop 
research, educational and clinical programs which nurture and expand research and research 
training in aging, and it is committed to developing and implementing collaborative research and 
training in the critical areas at the University of Maryland campuses. 

The mission of the Center for Research on Aging is to enhance the involvement and 
collaboration among University of Maryland faculty members in the conduct of research in 
aging, and to expand the conduct of interdisciplinary research training in gerontology through 
collaborations of investigators in gerontology at the University of Maryland Bahimore's (UMB) 
six health professional schools, the University of Maryland Baltimore County and the University 
of Maryland College Park. To accomplish these goals, the Center coordinates research and 
research training in those areas of gerontology that transcend traditional disciplinary lines and 
are amenable to an interdisciplinary approach. The Center has created, facilitated and expanded 


collaborations among investigators to further the development of academic excellence in key 
areas of clinical, epidemiological, basic-biomedical, mental health, legal-ethical, health services 
and population-based research in aging. This has amplified and enriched these areas, provided 
outstanding research training and educational opportunities for students, trainees and health 
professionals, and enhanced the delivery of multidisciplinary geriatric care. 

The Center for Research on Aging emphasizes research and training in primary and 
secondary aspects of aging, epidemiology and health services research, the pathogenesis and 
treatment of chronic diseases in the elderly, and the processes and mechanisms by which the 
health status of the elderly can be improved through innovative translational clinical research. 
The Center has optimized the use of resources by building on the strengths of existing funded 
initiatives in aging research at the University of Maryland. These include the State of Maryland 
funded Gerontology and Geriatrics Education and Research (GGEAR) Program, the Baltimore 
Hip Studies, the Department of Veterans Affairs Baltimore VA Medical Center Geriatric 
Research, Education and Clinical Center (GRECC) VA Center of Excellence in Stroke 
Rehabilitation and Neuroplasticity, and the UMB Claude D. Pepper Older Americans 
Independence Center, the Maryland Long-Term Care Project, the National Study of Osteoporotic 
Fractures, and NIH research training (T32) programs in exercise physiology and metabolism 
research in aging, the epidemiology of aging and rehabilitation sciences. The Center also has 
prepared several large data resources such as the Medicare Current Beneficiaries Survey and 
Stroke Registry that can be used to address targeted areas of research and design new projects. 
The Center for Research on Aging is committed to promoting research and research training in 
the foci of these initiatives: 1) exercise rehabilitation in functionally limited older patients with 
chronic disease; 2) the epidemiology of hip fracture; 3) the secondary prevention of coronary 
heart disease through health promotion and disease prevention programs in exercise and 
nutrition; 4) the long-term care in the elderly residing in residential and assisted-living sites; 5) 
the rehabilitation and epidemiology of stroke; 6) mental health and neurocognitive function; 7) 
health services and quality of life research; 8) obesity, diabetes and cardiovascular disease in the 
elderly; 9) racial disparities in metabolic and cardiovascular responses to exercise and weight 
loss in postmenopausal women; and 9) interdisciplinary geriatric teams. In these areas of 
geriatric research the Center promotes interdisciplinary research among faculty with similar 
interests, and supports pilot studies by trainees and junior faculty to enhance their 
competitiveness for peer-reviewed funding in gerontology. 

Membership in the Center for Research on Aging is open to faculty, fellows and trainees 
engaged in research on aging at UMB and affiliated campuses, as well as members of academic 
institutions in Maryland who have major professional interests in gerontology and are involved 
in collaborative research in the Center. The Center's administrative infi-astructure supports and 
fosters academic interactions and collaborations among faculty, and assists investigators in the 
development of new research projects and grants for peer-reviewed funding. Center members 
meet regularly to discuss and develop research projects, and benefit from the interdisciplinary 
approach of Center leadership to the conduct of innovative research, education and research 
training in gerontology. 

Center For Health Policy/Health Services Research 

Director: Claudia R. Baquet, MD, MPH 


Associate Dean, Office of Policy and Planning & 

Associate Professor, Department of Epidemiology & Preventive Medicine 

The Center for Health Policy/Health Services Research provides epidemiologic/biostatistical 
support, quality improvement study design and evaluation, disease management program 
support, health outcomes studies, low literacy patient education and outreach, Medicare patient 
compliance studies, patient and provider surveys, and research related to rural and urban health, 
underserved populations and minority health care. The Center has completed health services 
research projects for the Maryland Department of Health and Mental Hygiene and other agencies 
and conducted quality improvement studies for the managed care industry. In addition, the 
Center has established community outreach research and education networks in urban and rural 
Maryland, influenced national and state health care policy and established telemedicine research 
and clinical programs in underserved areas. 

The Center established the Computer Assisted Telephone Interviewing (CATI) Facility, a 
technology that has applications in survey research, outcomes measurement and patient 
compliance, enrollment and recruitment to clinical trials. Based in the School of Medicine, the 
Center is a campus-wide, multidisciplinary organized research center which involves faculty 
from departments throughout the University's six professional schools. 

Mission Statement 

To assess the changing health needs of Maryland citizens and the nation, to conduct analyses and 
develop policy related to state, city and national health care services, financial and economic 
cost, clinical outcomes, efficacy, equity and the impact of reimbursement on patient and provider 
behaviors. To stimulate, support and conduct interdisciplinary health policy and health services 

Mucosal Biology Research Center 

Director: Alessio Fasano, MD 

Professor of Pediatrics, Physiology and Medicine and Director of the Center for Celiac Research 

Associate Directors: Simeon Goldblum, MD, Director for Basic Science Research, Professor of 

Medicine and Pathology and Jeffrey Hasday, MD, Professor of Medicine, Pathology, 

Biochemistry & Molecular Biology, Director for Clinical & Translational Research, Chief of the 

Division of Pulmonary and Critical Care Medicine 

Steering Committee: Stefanie Vogel, PhD, Professor of Microbiology & Immunology and 

Medicine, Matthew Fenton, PhD, Professor of Medicine, Microbiology & Immunology and 

Director of Research for the Division of Pulmonary and Critical Care Medicine and Terez Shea- 

Donohue, PhD, Professor of Medicine 

The MBRC is comprised of 33 University of Maryland faculty members, plus adjunct members 
in associated academic and biotechnology centers. Overall direction of the MBRC is the primary 
responsibility of its Director, Associate-Directors, and Steering Committee members. 

An innovative partnership "bridging science and life". The Mucosal Biology Research Center 
(MBRC), located at the University of Maryland School of Medicine in Baltimore MD, is a 
partnership between leading scientists and physicians working at the cutting edge of mucosal 


biology research. Mucosal biology research investigates diseases of the gastrointestinal tract and 
lung, the two major organs of the body that possess a protective mucosal barrier that is essential 
for health. 

The mission of the MBRC is to serve as a unique multidisciplinary research center focused on 
using "cutting edge" tools to understand the molecular basis for human diseases of the 
gastrointestinal and respiratory tracts. 

The MBRC is also designed to establish joint ventures with irmovative biotechnology and 
pharmaceutical companies in areas of translational research. Translational research is the process 
by which discoveries made in the laboratory are developed into novel drug candidates, new 
models of human disease, pioneering therapies, and drug delivery systems that can benefit 
patients with a various diseases of the gastrointestinal tract and lung. A partial list of these 
diseases includes: inflammatory bowel disease, asthma, bacterial sepsis, chronic obstructive 
pulmonary disease, autoimmunity, and acute respiratory distress syndrome. 

The intellectual and physical resources of the MBRC are largely centered in more than 7000 
square feet of laboratory and office space located in the new Health Sciences Facility II building, 
opened on the University of Maryland, Baltimore campus in 2003. This central facility houses 5 
of the core laboratories that comprise the MBRC. This new building is fully outfitted with state- 
of-the-art equipment, and utilizes numerous high-technology core services on the Baltimore 
campus. Additional laboratories, under the direction of 28 additional MBRC faculty members, 
are also located nearby on campus. 

The mucosa is a dynamic, multilayered tissue barrier that separates the internal host milieu from 
the external environment and all the microorganisms that reside there. The MBRC has a wide 
range of expertise that can focus on the epithelial, neuronal, and endothelial components as well 
as the immune cells that comprise the mucosal barrier. The expertise with multiple experimental 
systems enables the MBRC to apply an interdisciplinary approach to solve problems at the 
mucosal barrier. Some of the most important basic research interests of the MBRC include: 

• Characterization of novel molecules (e.g. ZOT, zonulin) regulate the intercellular tight 
junctions within the gut epithelium that have now been linked to the pathogenesis of 
autoimmune diseases including diabetes mellitus and celiac disease. 

• Studies on the regulation of the tyrosine phosphorylation-responsive, pulmonary vascular 
endothelial paracellular pathway through which cells, macromolecules, and fluid move. 

• Studies on the control of fever and how changes in core temperature exert effects on key 
components of the pulmonary response to acute injury. 

• Defining components of the innate immune response to bacterial and viral lung 
infections. This work focuses on the inflammatory response initiated by Toll-like receptor 
(TLR) agonists, with special emphasis on the genetic susceptibility of individuals to 
inflammatory diseases initiated or exacerbated by TLR agonists. 

• Research on the interactions between immune and non-immune cells in the regulation of 
the host cytokine response to intestinal parasites and other pro-inflammatory pathologies 
including inflammatory bowel disease. 


The MBRC supports active translational research programs that extend our basic research in 
gastrointestinal and pulmonary diseases into the clinical arena. These programs include: The 
Center for Celiac Disease houses a comprehensive multidisciplinary program covering clinical 
care, support services, education, and scientific research relating to celiac disease; University of 
Maryland Inflammatory Bowel Disease (IBD) Program, a multi-disciplinary practice with 
specialists in gastroenterology, general surgery, radiology and support services dedicated to 
accurately diagnosing and managing IBD and increasing patients' quality of life and conducting 
research and clinical trials to improve the treatment and care of IBD patients; Interstitial 
Pulmonary Fibrosis Study Group, which studies the mechanisms and treatment of interstitial 
lung diseases; Combined Critical Care Clinical Research Consortium, which coordinates 
research in the 140 critical care beds at the University of Maryland Medical Center, the 
Baltimore Veterans Administration Hospital, and the world-renowned R. Adams Cowley Shock 
Trauma Center; COPD Clnical Network, which performs multicenter clinical trials on various 
aspects of Chronic Obstructive Pulmonary Disease pathogenesis and treatment; ARDSNet, a 
network that performs multicenter clinical trials on ARDS, including the paradigm-shifting study 
on low tidal volume ventilation in patients with ARDS; University of Maryland Airway 
Research Center, which designs and tests therapeutic inhaled delivery devices for clinical trials 
of treatment for asthma and COPD; University of Maryland Genomics Core Facility, which 
supports the genetic analysis of patients with airways diseases using approaches that target 
candidate genes as well as those that use a genome-wide approach; University of Maryland 
General Clinical Research Center, which offers nursing and ancillary services for inpatients and 
outpatients, as well as core services in biostatistics, bioinformatics, and nutrition. 

The MBRC is affiliated with several other research centers and biotechnology companies in 
Maryland. These include the Center for Celiac Research, Center for Vaccine Development, the 
Greenebaum Cancer Center, the Baltimore Veterans Administration Medical Center, the Institute 
for Human Virology, GCRC, Tap Pharmaceuticals, and Alba Therapeutics Corporation. 

Center For Vaccine Development 

Director: Myron M. Levine, MD, DTPH 

Professor, Departments of Medicine, Microbiology & Immunology and Pediatrics 

The Center for Vaccine Development (CVD), an Organized Research Center, is dedicated to 
research, training, clinical consultation and public health consultation in the broad field of 
vaccinology. CVD faculty hold primary appointments in the departments of medicine, 
pediatrics, or microbiology and immunology. The CVD has four primary missions. 

The first is to foster and carry out superior, state-of-the-art, peer reviewed, innovative, 
multidisciplinary research on all aspects of vaccinology including: 

• Basic research (e.g., pathogenesis, engineering of vaccine candidates, fimdamental 

studies of immune response, studies of host-pathogen interaction); 

Clinical research (e.g.. Phase 1 and 2 clinical trials assessing the safety, immunogenicity, 
transmissibility, etc., of vaccine candidates in pediatric, young adult, geriatric and special risk 
populations; intensive measurement of serum, mucosal and cell-mediated immune responses); 


• Epidemiologic research and field studies (e.g., large-scale, randomized, controlled field 

trials to assess vaccine efficacy and effectiveness; serosurveys; prevalence surveys of pathogen 
carriage; cohort studies quantifying the occurrence and relative importance of known and newly 
discovered pathogens). 

This dominant mission of the CVD requires a multidisciplinary approach to the 
development and testing of new and improved vaccines. In total, 28 full-time faculty, two part- 
time faculty and six adjunct faculty (18 MDs, 16 PhDs, 2 MD/PhDs) and approximately 75 staff 
members work in the Baltimore complex. Approximately 90 percent of their salary support 
comes from competitive grants and research contracts, especially from the NIH. In fiscal year 
2004 CVD investigators were awarded over $33.8 million in grants and contracts (mostly from 

Field research is carried out at several sites around the world. CVD has three field units: 
CVD-Chile in South America, CVD-Mali in West Africa and CVD-Malawi in Southern Africa. 

The second mission of the CVD is to train medical and graduate students, post-doctoral 
fellows and visiting scientists within the broad discipline of vaccinology. Most CVD faculty 
hold secondary appointments in departments with graduate programs such as microbiology and 
immunology, and epidemiology and preventive medicine, allowing them to serve as graduate 
student mentors. Medical students often perform short-term research internships in CVD 
laboratories or field sites. The CVD currently holds two NIH-supported training grants, 
including the only T32 training grant in Vaccinology. 

The CVD's third mission is to provide consultations in the area of clinical vaccinology, 
advice on immunizations for infants and children, travelers, pregnant women, and 
immunocompromised hosts, especially through our Traveler's Health Service, an outpatient 

Finally, the CVD provides expert consultantships or committee membership to national 
and international agencies (e.g.. National Institutes of Health, Food and Drug Administration, 
World Health Organization, Institute of Medicine), Ministries of Health of various countries and 

Endowments and Gifts 


Dr. Herbert Berger Chair in Medicine 

John Z. and Akiko K. Bowers Distinguished Professorship and Dean's Chair 

Dr. Robert W. Buxton Chair in Surgery 

Cobey Chair in Neonatology 

Dr. John M. Dennis Chair in Diagnostic Radiology 

Dr. Martin Helrich Chair for Anesthesiology 


Maxwell Hurston, MD Chair in Orthopedic Surgery 

Francis X. Kelly Chair in Trauma Surgery 

James Lawrence Keman Professor and Chair of the Department of Orthopedics 

Moses Paulson, MD and Helen Golden Paulson Chair in the Division of Gastroenterology 

Linda and Kenneth Pollin Chair in Pediatric Cardiology 

John A. SchoU, MD Chair in Pediatrics 

Raymond K. Thompson, MD Chair in Neurosurgery 

Dr. Theodore E. Woodward Chair in Medicine 

John D. Young, Jr. Chair in Urology 


Anonymous Professorship in Orthopaedic Trauma 

Anonymous Professorship in Pediatric Medicine 

Barbara Baur Dunlap Professorship in Transplantation for the Department of Surgery 

Clyde Clayton Professorship in Neurology 

Dr. William H. Crim Professorship and Scholarship 

Professorship in Dermatology 

Simon and Bessie Grollman Distinguished Professorship 

George R. Hepburn Dynasplint Endowed Professorship in Physical Therapy and Rehabilitation 


Pamela Rose Hevey Professor of Neurological Surgery 

Myron M. Levine, MD Professorship in the Center for Vaccine Development 

Louis O.J. Manganiello, MD and Benjamin Hall Smith, M.D., Professorship in Neurosurgery 

William Marshall, MD Professorship in Neurology 

Joseph S. McLaughlin, MD Professorship in Cardio Thoracic Surgery 

Campbell and Jeanette Plugge Professorship in Surgery 

Dr. Christian and Conine Richter Professorship in Obstetrics and Gynecology 

Albert Shapiro, MD Endowed Professorship in Dermatology 

Celeste Lauve Woodward, MD Professorship in Humanitarian and Ethical Medical Practice 

Visiting Professorships 

Dr. Ruth W. Baldwin Visiting Professorship in Pediatrics 

Ipolitas Benedict Bronushas, MD Visiting Professorship in Family Medicine 

Dr. Joseph B. Ganey Visiting Professorship in Surgery 

Dr. Aaron I. Grollman Visiting Professorship in Basic Medical Sciences 

Charles M. Henderson, MD Visiting Professorship 

Albert R. Winner Visiting Professorship 


Dr. Daniel J. Abramson Lectureship 
Dr. Thurston R. Adams Memorial Lecture 
Alice Messinger Band Lecture 
Eugene S. Bereston, MD Lecture Fund 
Dr. Herbert Berger Lectureship 
Dr. Robert W. Buxton Lectureship 


Dr. Harr\- and Mitzie P. Cohen Lectureship in Obstetrics-Gynecology and Anesthesiology 

M. Carlyle Crenshaw. Jr., MD 

Memorial Lectureship 

Charles Reid Edwards Lecture 

Lecture in Emergency Medicine 

Abraham H. Finkelstein, MD 

Memorial Lectureship 

Dr. Julius Friedenwald Lecture 

Charles Getz, MD Memorial Lecture 

Dr. Edmund Goidl Immunology 

Lecture Fund 

GroUman Lecture Fund 

F. Albert and Mar>' E. Haase Lectureship 

in Otolar\Tigology 

Freida B. Hildenbrand Lecture in Alzheimer's Disease 

Dr. Harr>' C. Hull Distinguished Lectureship 

Dr. Jack Allen Kapland Lectureship 

James P. Keogh, MD Occupational Medicine Memorial Fund 

Bernard S. Kleiman, MD Lecture 

Stephen E. and Jeffrey A. Kleiman Lectureship 

Dr. Leon A. Kochman Clinical Lectureship 

Dr. John C. Krantz Lectureship 

Dr. Frank C. Marino Distinguished Lectureship in Surger\- 

Dr. and Mrs. Howard B. Mays Lectureship in the Histor>- of Medicine and/or Medical Ethics 

Dr. Jerome K. Merlis Memorial Lectureship in Neuroscience 

Nicholas C. and Helen K. Mueller 

Surgical Lectureship 

Dr. Daniel A. Nachshen Memorial 

Lecture in Physiology 

Dr. Maurice C. Pincoffs Fund 

Plastic Surger>- Distinguished Lectureship 

The Distinguished Puerto Rican Lectureship 

Richard D. Richards, MD Lectureship in Ophthalmology 

Isadore A. Siegel Lecture 

Dr. Harry L. Sponseller Memorial Distinguished Lectureship 

Dr. Samuel Steinberg and Dr. H. Boyd Wylie Lectureship 

Taylor Lectureship in Neurology and Psychiatr>" 

Dr. Isadore Tuerk Annual Lectureship on Alcoholism and Other Drug Dependencies 

Dr. Henry J. Walton Distinguished Lectureship in Radiology 

Dr. H. Leonard Warres Lectureship in Radiology 

Dr. George H. Yeager Distinguished Lectureship 

Reverend Dr. Gibson J. Wells Lectureship 


Anonymous Fellowship in Surger>^ 

Dr. James G. Arnold Memorial Fellowship in Neurosurgery 


Dr. and Mrs. Frederick J. Balsam Student Fellowship in Rehabilitation Medicine 

Leslie B. Bamett, MD Memorial Student Fellowship in Neurology 

Jeffrey Ivan Bennett Fund 

Dr. Paul R. Brown Research Fellowship 

Jessie M. Cook Research Fellowship in Circulatory Disease 

Isaac E. Emerson Fellowship in Pharmacology 

Dr. Jose R. Fuentes Memorial Student Fellowship in Obstetrics and Gynecology 

Dr. Aaron I. Grollman Memorial Postdoctoral Fellowship in Surgery 

Harry Gudelsky Fund 

Charles M. Hitchcock Fund 

The Passano Clinical Research Fellows Fund 

Dr. Howard C. Silver Memorial Student Fellowship in Family Medicine 

Dr. Harry Shelly and Mrs. Helen Shelly Fellowship in Urology 

Smith and Nephew Fellowship Fund 

John F.B. Weaver Fellowship 


Class of 1 966 Junior Prize for Excellence in Academics 

W. Wayne Babcock Award in Surgery 

James E. Bond Memorial Fund 

Louis, Ida and Samuel Cohen Awards 

Douglass Award 

Dr. A. Bradley Gaither Memorial Prize 

Sheldon E. Greisman, MD Prize in Medical Physiology 

Dr. Jeremy Hallisey Prize Fund 

Joanne Hatem, MD Memorial Prize 

Dr. Leonard M. Hummel Memorial Award 

Giuseppe Inesi, MD Prize in Cell and Molecular Biology 

William D. Kaplan, MD Award 

Elizabeth G. Macauley Memorial Award 

for Outstanding Clinical Proficiency 

Kenneth L. Malinow, MD Memorial Prize 

William H. Mosberg, Jr., MD Award for Neurosurgery 

Robert R. R. Roberts, MD Memorial Prize 

Scharling Memorial Award 

John W. Turner, MD Memorial Prize 

Dr. Henry F. Ullrich Educational Prize 

Dr. Samuel Weinberg and Frances Weinberg Loeb Award 

Dr. Hans R. Wilhelmsen Award for Excellence in Surgery 

Theodore E. Woodward Prize in Internal Medicine 

William Yudkoff, MD Memorial Award 

Research Funds 

Linda Baron Fund 

Andrew N. and Florence Baur Transplant Research Fund 

Dr. Jeffrey Benner Ophthalmology Research Fund 


Frank C. Bressler Reserve Fund 

Clinical Research Support Fund 

William P. Cole, Jr. Memorial Research Fund 

Myer and Etta Dana Fund 

Department of Family Medicine Fund 

Diagnostic Radiology Fund 

Dr. Francis and Margaret B. Ellis Memorial Fund 

John Edgar Faber Fund for Cancer and Heart Research 

Michale L. Fisher, MD Endowment in Cardiology 

Andrew H. Foster, MD Research and Clinical Investigation Fund 

Dr. James Frenkil Fund 

Charles Frick Research Fund 

Julius Friedenwald Research Fund for Medical Investigation 

Malcolm L. Friedman Fellowship Fund 

Doris N. and Sylvan Frieman Perinatology Research Fund 

Dr. Maurice H. Givens Fund 

Louisa H. Goldstein Research Fund in the Division of Rheumatology 

Dr. John C. Hemmeter Fund for Research in Physiology 

H. McKee Jarboe Fund for Mental Health 

Carl M. Mansfield, MD Endowment for the Department of Radiation Oncology 

Mary Gray Munroe Memorial Fund 

Bert F. Morton, MD Transplant Research Fund 

Multiple Sclerosis Research 

Development Fund 

Neurosurgery Fund "B" 

Neurosurgery Fund "G" 

Department of Neurosurgery Research Fund 

Dona and Katie Oken Memorial Fund for Cancer Research 

Thomas W. Pangbom Research Fund 

Charles E. Parker, MD Research Fund in Pediatrics 

Pediatric Outpatient Clinic Fund 

The Pulmonary Education and Research Fund 

Research and Education Fund 

J.M.H. Rowland Fund for Research and Education in Obstetrics 

William Donald Schaefer Cancer Research Fund 

The Schramek Fund for Alzheimer's Disease Research 

The Schramek Fund for Cardiology Research 

The Schramek Fund for Diabetes Research 

Sigma-Tau Fund in Neuroprotection Research 

Fern Tauber Memorial Fund 

Mark Thumim, MD Research Fund in Ophthalmology 

Dr. Gladys E. Wads worth Physical Therapy Research Fund 

John L. Whitehurst Fund 

Sara A. Whitehurst Fund 

Norman Yudkoff Memorial Fund 


Unrestricted and Other Funds 

Anonymous Endowed Fund in the Department of Surgery 

Dr. Burt J. Asper Memorial Fund 

Dr. David H. Barl<:er Endowed Fund 

Aliya Berger Memorial Fund 

J. Edmund and Kathryn S. Bradley Fund for Pediatrics 

Cell Biology Fund 

Children's Residential Service Program 

Dr. Thomas B. Connor Fund 

Controversies in Congenital Heart Surgery 

David M.R. Culbreth Fund 

Dean's Academic Development Fund 

Dean's Colloquium Fund 

Dean's Office Endowment Fund 

Dean's Support Fund 

Isaac Cockey Dickson Memorial 

Dr. Jacob E. Finesinger Memorial Fund 

Fund for Excellence 

Fund of the Faculty of Physics 

Charles Getz, MD Fund for Computer Learning Center 

Evelyn Glick Faculty Enrichment Fund in Basic Sciences 

Dr. Edmond A. Goidl Memorial Fund 

Gundry Fund for Psychiatry 

Virginia Huffer Fund for Psychiatry 

Benjamin H. Inloes, Jr., MD Dean's Discretionary Fund 

T. Noble and Mary Evans Jarrell Endowment Fund 

Dr. Myron L. Kenler Library Fund 

Nancy Kowalewski Memorial Fund 

Jacob B. and Shirley K. Mandel Fund 

School of Medicine Fund 

Dr. W.C. Meloy Memorial 

Maryland Emergency Medical Services Endowment 

MIEMSS Library Fund 

Dr. Samuel Morrison Fund 

Addison E. MuUiken Fund 

No Name Fund 

Noxell Medical School Fund 

Perl Foundation Endowed Fund 

Ruth A. Robin Fund 

Elizabeth R. Robinson Fund for the University of Maryland Cancer Center 

Elizabeth R. Robinson Fund for the Department of Dermatology 

Elijah Saunders Endowment for the School of Medicine 

David R. Solomon Memorial Fund 

Dr. Homer U. Todd Fund 

Charles Van Buskirk, MD Endowment for the Department of Neurology 

Lois A. Young-Thomas Memorial Fund 


Endowments funding scholarships, student loan funds and other student prizes and awards are 
listed in the Financial Information and Academic Information sections. 

The John Beale Davidge Alliance 

Alumni and friends who make contributions to the School of Medicine of $10,000 and above are 
recognized as members of the John Beale Davidge Alliance, a permanent recognition society 
named after the School's founder and first dean. There are two honors levels within the 
Alliance: the Silver Circle, for gifts of $25,000-$49,999, and the 1807 Circle, for contributions of 
$50,000 and above. The exceptional support provided by these individuals enables the school to 
continue the tradition it began in 1807, of educating physicians and providing care for patients. 

Administration and Faculty 

University System of Maryland 


William E. Kirwan, PhD, Chancellor 

Irwin Goldstein, Vice Chancellor for Academic Affairs 

Susan Schwab, Vice Chancellor for Advancement 

Joseph F. Vivona, Vice Chancellor for Administration and Finance 

Board of Regents 

Clifford M. Kendall, Chair 

Adela Acosta 

Thomas B. Finan, Jr. 

Patricia S. Florestano 

R. Michael Gill 

Nina Rodale Houghton 

Richard E. Hug 

Orlan M. Johnson 

Governor Marvin Mandel 

Robert L. Mitchell 

David H. Nevins 

Dwight Pettit 

Robert L. Pevenstein 

Lewis R. Riley 

The Honorable James C. Rosapepe 

The Honorable Joseph D. Tydings 

Jeremy Horine, Student Regent 

University of Maryland Baltimore 


David J. Ramsay, DM, DPhil, President 

Malinda B. Orlin, PhD, Vice President, Academic Affairs and Dean, Graduate School 


James T. Hill, Jr., MP A, Vice President, Administrative Services 

T. Sue Gladhill, MSW, Vice President, External Affairs 

Donald E. Wilson, MD, MACP, Vice President for Medical Affairs and Dean, 

School of Medicine 

Edmond F. Notebaert, MD, JD, President and Chief Executive Officer, 

University of Maryland Medical System 

Academic Deans 

Christian Stoler, DMD, DrMedDent., Dean, Dental School 

Karen H. Rothenberg, JD, MAP, Dean, School of Law 

Donald E. Wilson, MD, MACP, Vice President for Medical Affairs and Dean, 

School of Medicine 

Janet Allan, PhD, RNCS, SAAN, Dean, School of Nursing 

David A. Knapp, PhD, Dean, School of Pharmacy 

Jesse. J. Harris, DSW, Dean, School of Social Work 

Senior University Counsel 

Susan Gillette, Esquire, Senior University Counsel 

School of Medicine 


Donald E. Wilson, MD, MACP, Vice President for Medical Affairs and Dean, School of 


Jeanette K. Balotin, MPA, MA, Chief of Staff 

Phyllis Hayes, GS, Assistant to the Dean 

Robert A. Barish, MD, Senior Associate Dean, Clinical Affairs 

Bruce E. Jarrell, MD, FACS, Senior Associate Dean, Academic Affairs 

Mohamed S. Al-Ibrahim, MD, Associate Dean, Veterans Administration 

John W. Ashworth, III, MBA, Associate Dean, Hospital Networks 

Claudia R. Baquet, MD, MPH, Associate Dean, Policy & Planning 

Milford M. Foxwell, Jr., MD, Associate Dean, Admissions 

Jack Gladstein, MD, Associate Dean, Student 

Gregory F. Handlir, MBA, Associate Dean, Resource Management 

Nancy R. Lowitt, MD, EdM, FACP, Associate Dean, GCME 

Patrick Madden, B A, Associate Dean, Development/Chief Development Officer 

David B. Mallott, MD, Associate Dean, Medical Education 

James E. McNamee, PhD, Associate Dean, Information Services/Chief Information Officer 

Donna Parker, MD, Associate Dean, Student & Faculty Development 

Ann Ashby, MBA, Assistant Dean, Strategic Planning & Special Projects 

Sharon Bowser, MBA, Assistant Dean, Information Services 

Bernard A. Carpenter, Jr., BA, Assistant Dean, Clinical Practice 

Judy A. Emery, EdD, MS, Assistant Dean, Medical Education 

T. Eloise Foster, MBA, Assistant Dean, Program Development & Business Affairs 

A. John Galleazzi, MBA, Assistant Dean, Finance 

Anne Hirshfield, PhD, Assistant Dean, Research 

Jennifer B. Litchman, MA, Assistant Dean, Public Affairs 


Dennis J. Narango, MA, Assistant Dean, Development 

Louisa A. Peartree, MBA, Assistant Dean, Administration 

S. Michael Plaut, MD, Assistant Dean, Student 

Gar>' D. Plotoick, MD, Assistant Dean, Student 

Gregoty Robinson, MA, Assistant Dean, Operations & Human Services 

David L. Stewart, MD, Assistant Dean, Ambulatory Education 

Jordan E. Wamick, PhD, Assistant Dean, Student Education & Research 

Board of Visitors 

David S. Perm, Chair 

Morton D. Bogdonoff, MD 

Thomas S. Bozzuto 

Joy Bramble 

Roger J. Bulger, MD 

Michael E Cryor 

William M. Davidow, Jr., Esquire 

Sylvan Frieman, MD 

Ronald Geesey 

Susan R. Guamieri, MD 

William Hackerman 

Kenneth Hoffman, MD 

Dennis Kurgansky, MD 

Edward Magruder Passano, Jr. 

Christine D. Sarbanes 

Melvin Sharoky, MD 

Carl W. Steam 

Daniel E. Wagner 

Department of Anatomy & Neurobiology 

Professor and Chair 
Michael T. Shipley, PhD 

Anderson, Larry, PhD, Professor 

Depireux, Didier A., PhD, Assistant Professor 

Hirshfield, Anne, PhD, Professor 

Hoffman. Gloria E., PhD, Professor 

Hoover, Dennis J., PhD, Assistant Professor 

Keller, Asaf, PhD, Professor 

Kelliher, Kevin R., PhD, Assistant Professor 

Koo, Jae H>Tjng, PhD, Assistant Professor 

Leinders-Zufall, Trese, PhD, Associate Professor 

Litwack, E. David, PhD, Assistant Professor 

Liu, Shaolin, MD, PhD, Assistant Professor 

Margolis, Frank L., PhD, Professor 

Markelonis, George J., PhD, Associate Professor 

Munger, Steven D., PhD, Assistant Professor 


Oh, Tae Hwan, PhD, Professor 
Pan, Yuzhen, MD, PhD, Assistant Professor 
Powell, Elizabeth, PhD, Assistant Professor 
Puche, Adam C, PhD, Assistant Professor 
Pumplin, David W., PhD, Professor 
Richards, Linda J., PhD, Associate Professor 
Roerig, Birgit, PhD, Assistant Professor 
Schoenbaum, Geoffrey, MD, PhD, Assistant Professor 
Shao, Zuoyi, MD, PhD, Assistant Professor 
Ukhanov, Kirill Y., PhD, Assistant Professor 
Yuzhen, Pan, MD, PhD, Assistant Professor 
Zufall, Frank, PhD, Professor 

Department of Anesthesiology 

Professor and Chair 
M. Jane Matjasko, MD 

Bambrick, Linda L., PhD, Assistant Professor 
Bengson, Ludovico Q., MD, Assistant Professor 
Bernstein, Wendy K., MD, Assistant Professor 
Bharadwaj, Shobana, MBBS, Instructor 
Blenko, John W., MD, Assistant Professor 
Bochicchio, Daniel J., MD, Assistant Professor 
Boehm, Clifford E., MD, Assistant Professor 
Bourke, Denis, MD, Professor 
Bucci, Cynthia J., MD, Instructor 
Cao-Alvira, Ramon E., MD, Instructor 
Chandrasekaran, Krish, PhD, Assistant Professor 
Chinopoulos, Christos, MD, PhD, Research Associate 
Closson, Carey- Walt, MD, Instructor 
Darwish, Ribal S., MD, Assistant Professor 
Dimino, Mark D., MD, Instructor 
Dutton, Richard P., MD, Associate Professor 
Ferris, Caroline G., MD, Instructor 
Fiskum, Gary M., PhD, Professor 
Fouche', Larita Y., MD, Assistant Professor 
Gheorghiu, Ileana, MD, Assistant Professor 
Gilbert, Timothy B., MD, Associate Professor 
Hasnain, Jawad U., MBBS, Assistant Professor 
Haugh, Jeffrey T., MD, Assistant Professor 
Hu, Fu M. (Peter), MS, Instructor 
Hyder, Mary L., MD, Assistant Professor 
Ihenatu, Chinwe A., MB,ChB, Assistant Professor 
Kent, Joel L., MD, Assistant Professor 
Kristian, Tibor, PhD, Assistant Professor 
Mackenzie, Colin F., MB,ChB, Professor 


Malinow, Andrew M., MD, Professor 
Marcucci, Catherine, MD, Assistant Professor 
Martz, Douglas G., MD, Associate Professor 
McCunn, Maureen, MD, Associate Professor 
Moayed, Omid G., MD, Assistant Professor 
Njoku, Mary J., MD, Associate Professor 
Noorani, Robert J., MD, Assistant Professor 
Odonkor, Patrick N., MB, ChB, Assistant Professor 
Pallan, John A., MD, Instructor 
Price, Glenn S., MD, Assistant Professor 
Savarese, Anne M., MD, Assistant Professor 
Schreibman, David L., MD, Assistant Professor 
Seagull, Frank J., PhD, Assistant Professor 
Shabaz, Paul W., MD, Assistant Professor 
Shepard, Eric K., MD, Assistant Professor 
Shere- Wolfe, Roger F., MD, Assistant Professor 
Sidhu, Sukhwant, MBBS, Instructor 
Sivaraman, Vadivelu, MBBS, Assistant Professor 
Soane, Lucian, MD, Research Associate 
Tarantino, David P., MD, Assistant Professor 
Thomas, Padmini, MBBS, Assistant Professor 
Torres, Hugo A., MD, Instructor 
Udekwu, Obi Robert, MBBS, Assistant Professor 
Villamater, Edwin J., MD, Assistant Professor 
Wilson Jr., Henry L., MD, Assistant Professor 
Xiao, Yan, PhD, Associate Professor 

Department of Biochemistry & Molecular Biology 

Professor and Chair 
Giuseppe Inesi, MD 

Ananyeva, Natalya M., PhD, Research Associate 
Badugu, Ramachandr, PhD, Research Associate 
Barcak, Gerard J., PhD, Associate Professor 
Belkin, Alexey M., PhD, Assistant Professor 
Black, Lindsay, PhD, Professor 
Carrier, France, PhD, Assistant Professor 
Chang, Dau-Yin, PhD, Assistant Professor 
Collins, Kim D., PhD, Associate Professor 
Cseresnyes, Zoltan, MS, Research Associate 
Dubell, William H., PhD, Assistant Professor 
Farrance, Iain K. G., PhD, Assistant Professor 
Gill, Donald L., PhD, Professor 
Gryczynski, Ignacy, PhD, Professor 
Gryczynski, Zygmunt, PhD, Associate Professor 
Gutierrez, Peter L., PhD, Professor 


Hua, Suming, PhD, Assistant Professor 

Klein, Michael G., PhD, Associate Professor 

Lakowicz, Joseph, PhD, Professor 

Leonenko, Zoya V., PhD, Assistant Professor 

Liu, Yewei, PharmD, Research Associate 

Lu-Chang, A-Lien, PhD, Professor 

Ma, Hailun, PhD, Assistant Professor 

Malicka, Joanna B., PhD, Assistant Professor 

Matveeva, Evgenia G., PhD, Research Associate 

Medved, Leonid, PhD, ScD, Professor 

Melera, Peter W., PhD, Professor 

Mullaney, Julienne M., PhD, Research Associate 

Nowaczyk, Kazimierz, PhD, Assistant Professor 

Rodney Jr., George G., PhD, Research Associate 

Rogers, Terry B., PhD, Professor 

Saenko, Evgueni, PhD, Associate Professor 

Schneider, Martin F., PhD, Professor 

Shamoo, Adil E., PhD, Professor 

Soboloff Jr., Jonathan A., PhD, Research Associate 

Sumbilla, Carlota, PhD, Assistant Professor 

Thompson, Richard B., PhD, Associate Professor 

Toth, Eric A., PhD, Assistant Professor 

Vamey, Kristen M., PhD, Research Associate 

Weber, David J., PhD, Professor 

Wilson, Gerald M., PhD, Assistant Professor 

Xu, Kai Y., PhD, Associate Professor 

Zeng, Huihui, PhD, Research Associate 

Zhang, Jian, PhD, Assistant Professor 

Department of Dermatology 

Professor and Interim Chair 
Anthony A. Gaspari, MD 

Kauls, Lynda S., MD, Assistant Professor 
Kouba, David J., MD, PhD, Assistant Professor 
Lutz, Linda L., MD, Assistant Professor 

Department of Diagnostic Radiology & Nuclear Medicine 

Professor and Chair 
Reuben Mezrich, MD, PhD 

Abbott, Robert M., MD, Assistant Professor 
Beache, Garth M., MD, Associate Professor 
Daly, Barry D., MD, Professor 
Danaie, Jamshid, MD, Assistant Professor 
Dilsizian, Vasken, MD, Professor 


Galvin, Jeffrey R., MD, Professor 

Gross, George W., MD, Professor 

Gullapalli, Rao P., PhD, Assistant Professor 

Haney, Phillip J., MD, Associate Professor 

Hawkins, Anita E., MD, Assistant Professor 

Hisley, Kenneth C., PhD, Assistant Professor 

Hosseinzadeh, Keyanoosh, MD, Assistant Professor 

Kim, Moonjohn, MD, Assistant Professor 

Kumar, Dharmendra, MBBS, Assistant Professor 

Lefkowitz, David M., MD, Associate Professor 

Li, Tao, MD, PhD, Research Associate 

Line, Bruce R., MD, Professor 

Lodge, Martin A., PliD, Assistant Professor 

Magram, Martin Y., MD, Assistant Professor 

Malloy, Patrick C, MD, Associate Professor 

McAvoy, Marcia, MD, Assistant Professor 

Miller, Lisa Anne, MD, Assistant Professor 

Mirvis, Stuart E., MD, Professor 

Morales, Robert E., MD, Assistant Professor 

Mrose, Helen E., MD, PhD, Associate Professor 

Mulligan, Michael E., MD, Associate Professor 

Obuchowski, Abraham M., MD, Assistant Professor 

Pugatch, Robert D., MD, Professor 

Resnik, Charles S., MD, Professor 

Roys, Steven R., BS, Research Associate 

Shanmuganathan, Kathirkama, MBBS, Professor 

Siegel, Eliot L., MD, Professor 

Sliker, Clint W., MD, Assistant Professor 

Smith, Stacy E., MD, Assistant Professor 

Stallmeyer, M Joanne B., MD, PhD, Assistant Professor 

Weksberg, Allan P., MD, Assistant Professor 

White, Charles S., MD, Professor 

Wong-You-Cheong, Jade J., MD, Associate Professor 

Zhang, Bao, MS, Research Associate 

Zoarski, Gregg H., MD, Associate Professor 

Department of Epidemiology & Preventive Medicine 

Professor and Chair 

John Glenn Morris Jr., MD, MPH, TM 

Ali, Afsar, PhD, Assistant Professor 

Amr, Sania, MD, Assistant Professor 

Azzam, Hala S., PhD, MPH, Assistant Professor 

Baquet, Claudia R., MD, MPH, Associate Professor 

Baumgarten, Mona E., PhD, Associate Professor 

Bingham, Stephen F., PhD, Associate Professor 


Black, Sandra A., PhD, Associate Professor 

Bradham, Douglas D., PhD, Associate Professor 

Braver, Elisa R., PhD, Associate Professor 

Brown, Clayton H., PhD, Assistant Professor 

Carter-Pokras, Olivia D., PhD, Associate Professor 

Chen, Hegang, PhD, Assistant Professor 

Collins, Joseph F., ScD, Professor 

Cuenco, Karen T., PhD, Assistant Professor 

Dischinger, Patricia C, PhD, Professor 

El-Kamary, Samer S., MB,ChB, MPH, Assistant Professor 

Elnabawi, Ahmed, PhD, Assistant Professor 

Fang, Hongbin, PhD, Assistant Professor 

Finkelstein, Joseph, MD, PhD, Assistant Professor 

Flaws, Jodi A., PhD, Associate Professor 

Gruber-Baldini, Ann L., PhD, Assistant Professor 

Guo, Chuanfa, PhD, Assistant Professor 

Hadley, Jeffrey A., EdD, Assistant Professor 

Harris, Anthony D., MD, MPH, Associate Professor 

Hartley, David M., PhD, Assistant Professor 

Havas, Stephen, MD, Professor 

Hawkes, William G., PhD, Assistant Professor 

Homeman, Amy J., PhD, Assistant Professor 

Hungerford, Laura L., PhD, MPH, DVM, Associate Professor 

Israel, Ebenezer, MBBS, MPH, Associate Professor 

Kotetishvili, Mamuka, PhD, Assistant Professor 

Krol, Willaim F., PhD, Associate Professor 

Lane, Wendy G., MD, MPH, Assistant Professor 

Magaziner, Jay S., PhD, Professor 

Magder, Laurence S., PhD, Associate Professor 

Mai, Volker, PhD, Assistant Professor 

Mann, David A., PhD, Instructor 

Miller, Ram R., MD,CM, Assistant Professor 

Mishra, Shiraz I., MBBS, PhD, Associate Professor 

Nemoy, Lucia L., MD, Assistant Professor 

Orwig, Denise L., PhD, Assistant Professor 

Perencevich, Eli N., MD, Assistant Professor 

Powell, Jan L., PhD, Assistant Professor 

Quinn, Charlene C, PhD, Assistant Professor 

Roghmann, Mary-Claire, MD, Associate Professor 

Royak-Schaler, Renee, PhD, Associate Professor 

Rubin, Judith, MD, Professor 

Scherer, Roberta W., PhD, Assistant Professor 

Squibb, Katherine, PhD, Associate Professor 

Steinberger, Eileen K., MD, Assistant Professor 

Stine, O. Colin, PhD, Associate Professor 

Stoszek, Sonia K., PhD, Instructor 


Strickland, G. Thomas, MD, PhD, Professor 
Tan, Ming T., PhD, Professor 
Tian, Guo-Liang, PhD, Instructor 
Torpey IIII, David J., ScD, Assistant Professor 
Tracy, J Kathleen, PhD, Assistant Professor 
Weiss, David G., PhD, Assistant Professor 
Williford, William O., PhD, Professor 
Zhan, Min, PhD, Assistant Professor 

Department of Family Medicine 

Professor and Acting Chair 
David L. Stewart, MD 

Bamet, Elizabeth, MD, Associate Professor 
Herman, Brian M., MD, Professor 
Blackman, Janine A., MD, PhD, Assistant Professor 
Boykin, Stephanie, MD, Assistant Professor 
Colgan, Richard, MD, Assistant Professor 
Esege, Alistair I., MBBS, Assistant Professor 
Ferentz, Kevin S., MD, Associate Professor 
Gilpin, Adele M. K., PhD, Associate Professor 
Khanna, Niharika, MBBS, MD, Assistant Professor 
Lao, Lixing, PhD, Associate Professor 
Robinson, Leslie S., MD, Assistant Professor 
Rooks, Yvette L., MD, Assistant Professor 
Rose, Vivienne A., MD, Assistant Professor 
Siegel, Neil M., MD, Assistant Professor 
Taylor, Gregory H., MD, Assistant Professor 
Warrington, Verlyn O., MD, Assistant Professor 
Zhang, Grant, PhD, Assistant Professor 
Zhang, Rui-Xin, PhD, Assistant Professor 

Department of Medical & Research Technology 

Professor and Interim Chair 
Sanford A. Stass, MD 

Cook, Janine D., PhD, Assistant Professor 
Doucette, Lorraine J., MS, Assistant Professor 
Gilman, Allan, MS, Instructor 
Harmening, Denise M., PhD, Professor 
Parsons, Deirdre, MS, Assistant Professor 
Patton, Eileen M., MS, Instructor 
Pineiro, Silvia A., PhD, Assistant Professor 
Vucenik, Ivana, PhD, Associate Professor 
Walker, Kimberly E., PhD, Assistant Professor 


Department of Medicine 

Professor and Chair 
William L. Henrich, MD 

Abraham, John M., PhD, Assistant Professor 

Alachkar, Nada, MD, Instructor 

Alexander, Carla S., MD, Assistant Professor 

Al-Ibrahim, Mohamed S., MB, ChB, Professor 

Amelung, Pamela J., MD, Assistant Professor 

Amoroso, Anthony, MD, Assistant Professor 

Atamas, Sergi P., MD, PhD, Assistant Professor 

Bachur, Nicholas R., MD, PhD, Professor 

Badros, Ashraf Z., MB, ChB, Associate Professor 

Baffoe-Bonnie, George, MD, histructor 

Balke, C. William, MD, Professor 

Barry, Eileen M., PhD, Assistant Professor 

Benitez, Roberto M., MD, Associate Professor 

Blattner, William A., MD, Professor 

Blumenthal, Jacob B., MD, Assistant Professor 

Boedeker, Edgar C, MD, Professor 

Bolanos-Meade, F. Javier, MD, Assistant Professor 

Briglia, Andrew E., DO, Assistant Professor 

Britt, Edward J., MD, Professor 

Britten, John S., MD, Associate Professor 

Brooks, Steven S., MD, Assistant Professor 

Brown, Angela J., MD, Assistant Professor 

Bujak, Danuta I., PhD, Instructor 

Cangro, Charles B., MD, PhD, Assistant Professor 

Caplan, Ellis S., MD, Associate Professor 

Chen, Ling, MD, PhD, Assistant Professor 

Cheng, Kunrong, PhD, Assistant Professor 

Chen-Izu, Ye, PhD, Assistant Professor 

Colvin Jr., Perry L., MD, Assistant Professor 

Cowan, Mark J., MD, Assistant Professor 

Cross, Alan S., MD, Professor 

Cross Jr., Raymond K., MD, Assistant Professor 

Cullen, Kevin J., MD, Professor 

Cunningham, Rochelle M., MD, Assistant Professor 

Darwin, Peter E., MD, Associate Professor 

Davis Jr., Charles E., MD, Assistant Professor 

Dawson, Nancy A., MD, Professor 

Defilippi, Christopher, MD, Associate Professor 

Delisle, Sylvain, MD, CM, Associate Professor 

Dickler, Howard B., MD, Professor 

Domenici, Louis J., MD, Associate Professor 

Donnenberg, Michael S., MD, Professor 


Donner, Thomas W., MD, Associate Professor 

Doyle, Laurence A., MD, Professor 

Edelman, Martin J., MD, Associate Professor 

Edelman, Robert, MD, Professor 

Fairchild, Emily S., MD, Assistant Professor 

Fantry, George T., MD, Associate Professor 

Fantry, Lori E., MD, MPH, Assistant Professor 

Fenton, Matthew J., PhD, Professor 

Fenton, Robert G., MD, PhD, Associate Professor 

Fink, Jeffrey C., MD, Associate Professor 

Flores, Raymond H., MD, Associate Professor 

Forrest, Graeme N., MBBS, Assistant Professor 

Foxwell Jr., Milford M., MD, Assistant Professor 

Fried, Susan K., PhD, Professor 

Fuscaldo, Joseph M., MD, Assistant Professor 

Galen, James E., PhD, Associate Professor 

Garant, Michael J., PhD, Assistant Professor 

Gilliam, Bruce L., MD, Assistant Professor 

Gojo, Ivana, MD, Assistant Professor 

Goldberg, Andrew P., MD, Professor 

Goldberg, Eric M., MD, Assistant Professor 

Goldblum, Simeon E., MD, Professor 

Gong, Da- Wei, MD, PhD, Assistant Professor 

Gottdiener, John S., MD, Professor 

Gottlieb, Stephen S., MD, Professor 

Greenwald, Bruce D., MD, Associate Professor 

Greisman, Lisa A., MD, Instructor 

Gucer, Patricia W., PhD, Instructor 

Gulati, Mangala S., MBBS, Instructor 

Habashi, Nader M., MD, Assistant Professor 

Hamilton, Bruce P., MB, ChB, Professor 

Hamilton, Jennifer H., BM, BCh, Assistant Professor 

Handwerger, Barry S., MD, Professor 

Hanes, Donna S., MD, Assistant Professor 

Hasday, Jeffrey D., MD, Professor 

Hausner, Petr F., MD, PhD, Assistant Professor 

Heuser, Mark D., MD, Assistant Professor 

Hey, Jamie C, MD, Assistant Professor 

Heyman, Meyer R., MD, Associate Professor 

Hise, Michael K., MD, Associate Professor 

Hochberg, Marc C., MD, MPH, Professor 

Hood Jr., Robert E., MD, Assistant Professor 

Howell, Charles D., MD, Associate Professor 

Hussain, Arif, MD, Associate Professor 

Ibe, Ada U., MD, Assistant Professor 

Ivey, Frederick, PhD, Assistant Professor 


Izu, Leighton T., PhD, Assistant Professor 
Jablonover, Michael R., MD, Assistant Professor 
Johnson, David E., PhD, Associate Professor 
Johnson, Frances L., MD, Assistant Professor 
Joseph, Lyndon J. O., PhD, Assistant Professor 
Joshi, Manjari G., MBBS, Associate Professor 
Kanno, Mettassebi, MD, Assistant Professor 
Kastor, John A., MD, Professor 
Katzel, Leslie L, MD, PhD, Associate Professor 
Keay, Susan K., MD, PhD, Professor 
Kelemen, Mark D., MD, Associate Professor 
Khambaty, Miriam M., MD, Instructor 
Khan, Ijaz A., MBBS, Associate Professor 
Klassen, David K., MD, Professor 
Kleinberg, Michael E., MD, PhD, Associate Professor 
Kwon, H. Moo, PhD, Professor 
Kwon, Whaseon, PhD, Assistant Professor 
Lang, Thomas J., MD, PhD, Assistant Professor 
Laurin, Jacqueline, MD, Associate Professor 
Lender, Dan, MD, Associate Professor 
Levine, Myron Max, MD, PhD, Professor 
Levitt, Alan P., MD, Assistant Professor 
Light, Paul D., MD, Associate Professor 
Lowitt, Nancy R., MD, MED, Assistant Professor 
Luzina, Irina G., MD, PhD, Assistant Professor 
Lyke, Kirsten E., MD, Assistant Professor 
Mackowiak, Philip A., MD, Professor 
Marshall, Sandra T., MD, Assistant Professor 
May, Conrad, MD, Assistant Professor 
McBride Jr., Daniel J., PhD, Assistant Professor 
McDiarmid, Melissa A., MD, MPH, Professor 
McLenithan, John C., PhD, Assistant Professor 
Meisenberg, Barry R., MD, Professor 
Meltzer, Stephen J., MD, Professor 
Mikdashi, Jamal A., MD, Assistant Professor 
Miller, Michael, MD, Associate Professor 
Mirarchi, Saverio, MD, Assistant Professor 
Mitchell Jr., Braxton D., PhD, MPH, Professor 
Mori, Yuriko, MD, PhD, Assistant Professor 
Natesavelalar, Chidambara, PhD, Research Associate 
Nogueira, Joseph M., MD, Assistant Professor 
Novello, Kathryn A., MD, Instructor 
Nuss, H. Bradley, PhD, Associate Professor 
O'Connell, Jeffrey R., PhD, Assistant Professor 
Oldach, David W., MD, Associate Professor 
Oliver, Marc, MA, MPH, Faculty Research Assistant 


Ortmeyer, Heidi K., PhD, Assistant Professor 

Oursler, Kris Ann K., MD, Assistant Professor 

Pallone, Thomas L., MD, Professor 

Patt, Yehuda Z., MD, Professor 

Peters, Robert W., MD, Professor 

Pittner, Janos, MD, PhD, histructor 

Plotnick, Gary D., MD, Professor 

Plowe, Christopher, MD, MPH, Associate Professor 

Prasad, Rajnish, MD, Assistant Professor 

Prigeon, Ronald L., MD, Assistant Professor 

Rabinowitz, Ronald P., MD, Assistant Professor 

Ramos, Emilio, MD, Associate Professor 

Rapoport, Aaron P., MD, Associate Professor 

Rashba, Eric J., MD, Associate Professor 

Raufman, Jean-Pierre, MD, Professor 

Redfield Jr., Robert R., MD, Professor 

Reicher, Barry, MD, Assistant Professor 

Reisler, Ronald B., MD, MPH, Assistant Professor 

Rispoli, Jessica E., MA, Instructor 

Robinson, Shawn W., MD, Assistant Professor 

Ross, Douglas D., MD, PhD, Professor 

Rus, Violeta, MD, PhD, Assistant Professor 

Ryan, Alice S., PhD, Associate Professor 

Sabra, Mona M., MD, Instructor 

Salzberg, Daniel J., MD, Assistant Professor 

Sandkvist, Maria, PhD, Assistant Professor 

Saunders, Elijah, MD, Professor 

Sausville, Edward A., MD, PhD, Professor 

Scharf, Steven M., MD, PhD, Professor 

Shanholtz, Carl B., MD, Associate Professor 

Shea-Donohue, Terez, PhD, Professor 

Shorofsky, Stephen R., MD, PhD, Associate Professor 

Shuldiner, Alan R., MD, Professor 

Silver, Kristi D., MD, Assistant Professor 

Silverman, Henry J., MD, Professor 

Singh, Ishwar S., PhD, Assistant Professor 

Snitker, Soren, MD, PhD, Assistant Professor 

Snow, Dorothy A., MD, MPH, Associate Professor 

Sorkin, John D., MD, PhD, Associate Professor 

Stafford, J. Lawrence, MD, Assistant Professor 

Stamatos, Nicholas M., MD, PhD, Assistant Professor 

Standiford, Harold C, MD, Professor 

Steinle, Nanette I., MD, Assistant Professor 

Steplock, Deborah A., MS, Faculty Research Assistant 

Streeten, Elizabeth, MD, Assistant Professor 

Tabesh, Alireza, MD, Instructor 


Tackei, Carol O., MD, Professor 

Takebe. Naoko, MD, Assistant Professor 

Tasker, David J., \1D, Assistant Professor 

TemoshoL Lydia R., PhD, Professor 

Thome, Craig D., MD, MPH, Assistant Professor 

Tkaczuk. Katherine, MD, Associate Professor 

\'an Echo, David A., MD. Professor 

Vogel, Robert A., MD, Professor 

Wali, Ravinder K.. MD. Assistant Professor 

>\'arren. John W., MD, Professor 

Weber, LawTence D.. MD, Assistant Professor 

Weinman, Edward J.. MD. Professor 

Weir, Matthew R., MD, Professor 

Wilson, Keith T., MD, Associate Professor 

Wolde-Rufael, Daniel A., MD, Assistant Professor 

Wolfsthal, Susan D., MD, Associate Professor 

Woo, Seung K., PhD. Assistant Professor 

\\'oodle, Carole S., PhD, Assistant Professor 

Xu, Wenhong. PharmD, Research Associate 

Yang. Zejia, MD, Research Associate 

Yim, Gloria, MD, Assistant Professor 

Yorio, Michael A., MD, Assistant Professor 

Yurovsk>-, Vladimir V., PhD, Assistant Professor 

Zhang, Zhong, MD, PhD, Assistant Professor 

Zhao, Aiping M., MD, Assistant Professor 

Zhu, Chengni, PhD, Instructor 

Department of Microbiolog\ & Immunology 

Professor and Chair 
Jan Cemy, MD. PhD 

Ambulos Jr., Nicholas, PhD, Assistant Professor 
Azad, Abdu F., PhD. PharmD, MPH, Professor 
Carbonetti, Nicholas H., PhD, Associate Professor 
Carey, Oregon." B., PhD, Assistant Professor 
Cuesta, Natalia, PhD. Research Associate 
Davidson, Wendy F., PhD, Associate Professor 
Feldman, Ricardo A., PhD, Associate Professor 
Flajnik, Martin F., PhD, Professor 
Hassel, Bret A., PhD, Associate Professor 
Kalvakolanu, Dhan V., PhD, Associate Professor 
Kamin-Lewis, Roberta M., PhD, Associate Professor 
Kaper, James B., PhD, Professor 
Keegan, Achsah D., PhD, Professor 
Livak, Ferenc, MD, Assistant Professor 
Medvedev, Andrei, PhD, Assistant Professor 


Moudgil. Kamal D.. MD. PhD, Associate Professor 

Ota, Yuko, PhD, Assistant Professor 

Radulovic, Suzana, \1D. PhD, Associate Professor 

Rallabhandi. Prasad S. V., PhD, Research Associate 

Ruknudin. Abdul M., PhD, Assistant Professor 

Sacci, John B., PhD, Assistant Professor 

Schulze, Dan H., PhD, Associate Professor 

Silverman, David J., PhD, Professor 

Toshchakov, Vladimir T., PhD, Research Associate 

Vogel, Stefanie X., PhD, Professor 

Williams, Mark S., PhD, Assistant Professor 

Department of Neurology 

Professor and Chair 
William J. Weiner, MD 

Barr>', Elizabeth, MD. Associate Professor 

Bemdt, Rita S., PhD, Professor 

Bever Jr., Christopher, MD, Professor 

Burton, Martha W., PhD, Assistant Professor 

Cole, John W., MD, Assistant Professor 

Corcoran, Michael J., MD, Assistant Professor 

Fishman, Paul S., MD, PhD, Professor 

Good, Janine L.. MD, Associate Professor 

Gorman, Peter H., MD, Associate Professor 

Grattan, Lynn M., PhD, Associate Professor 

Gregori, Louisa, PhD, Assistant Professor 

Gunawardane, Ruwani D. P., MD, Assistant Professor 

Hafer-Macko, Charlene E., MD, Associate Professor 

Hoffinan, Paul M.. MD, Professor 

Hopp, Jennifer L., MD, Assistant Professor 

Johnson, Kenneth P.. MD, Professor 

Judge, Susan L V., PhD, Assistant Professor 

Kitmer, Steven J., MD, Professor 

Koski, Carol, MD, Professor 

Krumholz, Allan, MD, Professor 

Lamonte. Marian P., MD, Associate Professor 

Lavin, Robert A., MD, Assistant Professor 

Macko. Richard F.. MD, Professor 

Makley. Michael J., MD, Assistant Professor 

Martin. Christine. PhD, Assistant Professor 

Matthews. Christopher, PhD, Assistant Professor 

Porter, Neil C. MD, Assistant Professor 

Reich, Stephen G., MD. Professor 

Rus, Korea G., MD, PhD, Assistant Professor 

Shin. Roben K.. MD. Assistant Professor 


Shulman, Lisa M., MD, Associate Professor 
Tang, Cha-Min, MD, PhD, Associate Professor 
Theyagaraj, Melita M., MBBS, Instructor 
Ting, Tricia Y., MD, Assistant Professor 
Trisler, G. David, PhD, Assistant Professor 
Wozniak, Marcella A., MD, PhD, Associate Professor 

Department of Neurosurgery 

Professor and Chair 
Howard M. Eisenberg, MD 

Aarabi, Bizhan, MD, Associate Professor 
Aldrich, E. Francois, MB, ChB, Associate Professor 
Chen, Mingkui, MD, PhD, Assistant Professor 
Chin, Lawrence S., MD, Associate Professor 
Gerzanich, Vladimir V., MD, PhD, Assistant Professor 
Lifshutz, Jason L, MD, Assistant Professor 
Simard, J. Marc, MD, PhD, Professor 

Department of Obstetrics, Gynecology & Reproductive Sciences 

Professor and Chair 
Hugh E. Mighty, MD 

Aberdeen, Graham W., PhD, Assistant Professor 

Albrecht, Eugene, PhD, Professor 

Alger, Lindsay, MD, Professor 

Brooks, Sandra E., MD, Professor 

Desai, Shilpa P., MD, histmctor 

Fahey, Jenifer O., MSN, Instructor 

Fox, Michelle C, MD, Assistant Professor 

Graham, Chandra M., MD, Instructor 

Harman, Christopher, MD, Professor 

Johnson Jr., Harry W., MD, Associate Professor 

Kaye, Jennifer, MSN, Instructor 

Kopelman, Jerome N., MD, Associate Professor 

Kriebs, Jan M., MS, Assistant Professor 

Kwong, Andrea, MD, Instructor 

Lovett, Rachel K., MSN, Instructor 

Marshall, Courtney A., MSN, Instructor 

McClamrock, Howard, MD, Associate Professor 

Novoa, Julio C, MD, PhD, Assistant Professor 

Pordum, Laurie A., DO, Instructor 

Thompson, Loren P., PhD, Associate Professor 

Udoff, Laurence C, MD, Assistant Professor 

Weiner, Carl P., MD, Professor 


Department of Ophthalmology 

Professor and Chair 

Eve J. Higginbotham, MD 

Bernstein, Steven L., MD, PhD, Associate Professor 
EUish, Nancy J., PhD, Assistant Professor 
Hemady, Ramzi K., MD, Associate Professor 
Johnson, Mary A., PhD, Associate Professor 
Kathuria, Sajeev S., MD, Assistant Professor 
Koh, Shay- Whey, PhD, Associate Professor 
Rutzen, Allan R., MD, Associate Professor 
Steidl, Scott M., MD, Associate Professor 
Varma, Shambhu D., PhD, Professor 

Department of Orthopaedics 

Professor and Chair 
Vincent D. Pellegrini Jr., MD 

Bennett, Craig H., MD, Assistant Professor 
Eglseder, W. Andrew, MD, Associate Professor 
Gelb, Daniel, MD, Assistant Professor 
Gillespie, Thomas E., MD, Assistant Professor 
Kenzora, John E., MD, Professor 
Kirsch, Thorsten, PhD, Associate Professor 
Ludwig, Steven C, MD, Assistant Professor 
Milbrandt, Todd A., MD, Assistant Professor 
Murthi, Anand M., MD, Assistant Professor 
Nascone, Jason, MD, Assistant Professor 
Pollak, Andrew N., MD, Associate Professor 
Sciadini, Marcus, MD, Assistant Professor 
Stains, Joseph P., PhD, Assistant Professor 
Sterling, Robert S., MD, Assistant Professor 
Turen, Clifford H., MD, Associate Professor 

Department of Pathology 

Professor and Chair 
Sanford A. Stass, MD 

Barletta, Janet M., PhD, Instructor 

Berry, Anna B., MD, Assistant Professor 

Brown, Lawrence A., MD, Assistant Professor 

Christenson, Robert H., PhD, Professor 

Constantine, Niel, PhD, Professor 

Cottrell, John R., MS, Instructor 

Declaris, Nicholas, ScD, Professor 

Detolla Jr., Louis J., PhD, DVM, Associate Professor 


Drachenberg, Cinthia, MD, Professor 

Duh, Show-Hong, PhD, Assistant Professor 

Edelman, Bennett B., MD, Associate Professor 

Fossett, Nancy G., PhD, Assistant Professor 

Fulton, Amy M., PhD, Professor 

Furlong, Maurice B., MD, Assistant Professor 

Gocke, Christopher, MD, Associate Professor 

Gyure, Kymberly A., MD, Assistant Professor 

Hamburger, Anne W., PhD, Professor 

Hess, John R., MD, MPH, Professor 

loffe, Olga B., MD, Associate Professor 

Johnson, Judith A., PhD, Associate Professor 

Jones, Raymond, PhD, Professor 

Kolappaswamy, Krishnan, BVSc, Faculty Research Assistant 

Kriel, Edwin H., DVM, Assistant Professor 

Kundu, Namita, PhD, Instructor 

Levine, Barry S., PhD, Associate Professor 

Lipsky, Michael, PhD, Professor 

Locke, James L., MD, Instructor 

Mann, Dean L., MD, Professor 

Mixson, Archibald, MD, Assistant Professor 

Moore, George W., MD, PhD, Associate Professor 

Ning, Yi, MD, PhD, Assistant Professor 

Panda, Aruna, PhD, Assistant Professor 

Papadimitriou, John C, MD, PhD, Professor. 

Passaniti, Antonio, PhD, Assistant Professor 

Qu, Cheng-Kui, PhD, Assistant Professor 

Saladino, Andrew J., MD, Associate Professor 

Shamsuddin, Abulkalam, MBBS, PhD, Professor 

Shipley, Steven T., DVM, Assistant Professor 

Smyth, Mary J., PhD, Assistant Professor 

Sun, Chen-Chih, MD, Professor 

Venezia, Richard A., PhD, Professor 

Zhan, Steven, PhD, Professor 

Zhang, Chen-Ou, MD, Instructor 

Zhang, Yuexing, MS, Instructor 

Department of Pediatrics 

Professor and Interim Chair 
Alice D. Ackerman, MD 

Amin, Sanjiv, MD, Assistant Professor 
Badawi, Deborah G., MD, Assistant Professor 
Black, Maureen M., PhD, Professor 
Blaisdell, Carol J., MD, Associate Professor 
Blitzer, Miriam, PhD, Professor 


Bollinger, Mary E., DO, Assistant Professor 

Both well, Laurie A. M., MD, Instructor 

Campbell, James D., MD, Assistant Professor 

Carraccio, Carol, MD, Professor 

Closson, Forrest T., MD, Instructor 

Corder, Jennifer P., MD, Assistant Professor 

Counts, Debra R., MD, Associate Professor 

Currey, Kathleen M., MD, Assistant Professor 

Deeds, Bethany G., PhD, Assistant Professor 

Dubowitz, Howard, MB, ChB, Professor 

Dulkerian, Susan J., MD, Assistant Professor 

Farley Jr., John J., MD, MPH, Associate Professor 

Fasano, Alessio, MD, Professor 

Feigelman, Susan, MD, Associate Professor 

Fox, Renee E., MD, Associate Professor 

Fronc, Elizabeth, MD, Assistant Professor 

Gebru, Gebrehiwot, MD, Assistant Professor 

Giudice, Erin L., MD, Assistant Professor 

Gladstein, Jack, MD, Associate Professor 

Grossman, Linda E., MD, Associate Professor 

Grossman, Lindsey K., MD, Professor 

Grossman, Neil J., MD, Professor 

Horvath, Karoly, MD, PhD, Professor 

Husman, Constance, MSN, Instructor 

Hussey-Gardner, Brenda T., PhD, MPH, Assistant Professor 

Kaljee, Linda M., PhD, Assistant Professor 

Keane, Virginia A., MD, Associate Professor 

King, James C, MD, Professor 

Kinsman, Stephen L., MD, Associate Professor 

Kotloff, Karen L., MD, Professor 

Lagrange, Ricardo D., PhD, Assistant Professor 

Laufer, Miriam K., MD, Assistant Professor 

Lichenstein, Richard, MD, Associate Professor 

Love, Jon C, MD, Assistant Professor 

Lu, Ruiliang, MD, Research Associate 

Manikam, Ramasamy, PhD, Assistant Professor 

Marcell, Arik V., MD, MPH, Assistant Professor 

McKenna, Mar>' C, PhD, Associate Professor 

Mendley, Susan R., MD, Assistant Professor 

Mezghanni, Rosangela, PhD, Instructor 

Mian, Ayesia N., MD, Assistant Professor 

Morrison, Wynne E., MD, Assistant Professor 

Nataro, James P., MD, PhD, Professor 

Panigrahi, Pinaki, MBBS, PhD, Associate Professor 

Pasetti, Marcela F., PhD, Assistant Professor 

Peralta, Ligia, MD, Associate Professor 


Rafei, Keyvan P., MD, Assistant Professor 
Ramagopal, Maya, MD, Assistant Professor 
Rennels, Margaret, MD, Professor 
Robertson, Courtney L., MD, Assistant Professor 
Rochester, Nicole T., MD, Assistant Professor 
Rodriguez, Andres, MD, Assistant Professor 
Salim, Mubadda A., MD, Associate Professor 
Savells, Katherine, MD, Assistant Professor 
Shaab, Kerry R., MD, Assistant Professor 
Sheikh, Jalaluddin, ScD, Research Associate 
Shubin, Charles I., MD, Associate Professor 
Straumanis, John P., MD, Assistant Professor 
Strovel, Erin T., PhD, Assistant Professor 
Sztein, Marcelo B., MD, Professor 
Tapia, Milagritos, MD, Assistant Professor 
Tepper, Vicki J., PhD, Assistant Professor 
Vaidya, Vinay U., MD, Assistant Professor 
Vigorito, Robert D., MS, Instructor 
Viscardi, Rose Marie, MD, Associate Professor 
Watson, Douglas C, MD, Assistant Professor 
Weisbart, Cindy E., PsyD, Assistant Professor 
Zielke, Carol L., PhD, Assistant Professor 
Zielke, Horst R., PhD, Professor 

Department of Pharmacology & Experimental Therapeutics 

Professor and Chair 

Edson X. Albuquerque, MD, PhD 

Abrams, Thomas W., PhD, Associate Professor 
Alkondon, Manickavas, PhD, Assistant Professor 
Aurelian, Laure, PhD, Professor 
Brodie, Angela, PhD, Professor 
Brookes, Neville, PhD, Associate Professor 
Burt, David, PhD, Professor 
Frost, Douglas O., PhD, Professor 
Gnatt, Averell, PhD, Assistant Professor 
Mong, Jessica A., PhD, Assistant Professor 
Njar, Vincent CO., PhD, Associate Professor 
Pereira, Edna F. R., PhD, Assistant Professor 
Qiu, Yun, PhD, Assistant Professor 
Randall, William R., PhD, Associate Professor 
Smith, Cynthia C, PhD, Assistant Professor 
Wamick, Jordan E., PhD, Professor 
Weinreich, Daniel, PhD, Professor 
Yarowsky, Paul J., PhD, Associate Professor 


Department of Physical Therapy & Rehabilitation Science 

Professor and Chair 
Mary M. Rodgers, PhD 

Alon, Gad, PhD, Associate Professor 
Bechtel, Roy H., PhD, Assistant Professor 
Conroy, Vincent M., BS, Instructor 
Davis, Katherine, MA, Assistant Professor 
Foeller, Carrie Sue, MS, Instructor 
Forrester, Larry W., PhD, Assistant Professor 
Hicks, Gregory E., PhD, Assistant Professor 
Huber, Frances E., EdD, Assistant Professor 
Keyser, Randall E., PhD, Associate Professor 
Moerchen, Victoria A., PhD, Assistant Professor 
Morton, Suzanne M., PhD, Assistant Professor 
Romani, William A., PhD, Assistant Professor 
Russ, David W., PhD, Assistant Professor 
Sheehan, Frances T., PhD, Assistant Professor 
Villagra, Federico, PhD, Assistant Professor 
Waller, Sandra A., PhD, Assistant Professor 
Whitall, Jill, PhD, Professor 
Wruble, Ellen R., DScPT, Assistant Professor 

Department of Physiology 

Professor and Chair 
Meredith Bond, PhD 

Alger, Bradley E., PhD, Professor 
Antalis, Toni, PhD, Professor 
Blaustein, Mordecai P., MD, Professor 
Bloch, Robert J., PhD, Professor 
Goldman, Lawrence, PhD, Professor 
Golovina, Vera A., PhD, Assistant Professor 
Gonzalez-Serrat, Hugo, MD, PhD, Professor 
Gorlatova, Natalia, PhD, Research Associate 
Hamlyn, John M., PhD, Professor 
Hansen, Barbara C, PhD, Professor 
Heinbockel, Thomas, PhD, Assistant Professor 
Isokawa, Masako, PhD, Assistant Professor 
Jones, Jenny M., PhD, Research Associate 
Kamup, Sergei V., MD, PhD, Assistant Professor 
Kingsbury, Tami Jo, PhD, Research Associate 
Kontrogianni, Aikaterini, PhD, Assistant Professor 
Koos, Robert D., PhD, Professor 
Krueger, Bruce K., PhD, Professor 
Lamont, Christine, PhD, Research Associate 


Loukinova, Elena, PhD, Research Associate 
Lund, Linda M., PhD, Research Associate 
Luther, Paul W., PhD, Assistant Professor 
Maouyo, Djikolngar, PhD, Assistant Professor 
Martin, Stuart S., PhD, Assistant Professor 
Matteson, Donald R., PhD, Associate Professor 
McCarthy, Margaret M., PhD, Professor 
McConnell, Bradley K., PhD, Research Associate 
McNamee, James E., PhD, Associate Professor 
Mikhailenko, Irina, PhD, Research Associate 
Nunez Jr., Joseph L., PhD, Research Associate 
Song, Hong, MD, Research Associate 
Stefansson, Steingrimu, PhD, Assistant Professor 
Su, Enming, PhD, Research Associate 
Thompson, Scott M., PhD, Professor 
Trudeau, Matthew C, PhD, Assistant Professor 
Wade, James B., PhD, Professor 
Welling, Paul A., MD, Associate Professor 
Wier, W. Gil, PhD, Professor 
Zhang, Li, PhD, Associate Professor 

Department of Psychiatry 

Professor and Chair 

Anthony F. Lehman, MD, MPH 

Adami, Helen, MS, Instructor 
Adams Jr., Curtis N., MD, Assistant Professor 
Anderson, Karen E., MD, Assistant Professor 
Anthony, Bruno, PhD, Associate Professor 
Arrington, Erica M., MD, Assistant Professor 
Balis, Theodora G., MD, Assistant Professor 
Ball, Mary P., MS, Instructor 
Barrett, David O., MD, Assistant Professor 
Batten, Sonja V., PhD, Assistant Professor 
Beason-Held, Lori L., PhD, Assistant Professor 
Bellack, Alan S., PhD, Professor 
Benson, Paul R., PhD, Assistant Professor 
Boyd, Susan J., MD, Assistant Professor 
Bruns, Eric J., PhD, Assistant Professor 
Buchanan, Robert W., MD, Professor 
Carpenter, William T., MD, Professor 
Cohen, Louis H., MD, Assistant Professor 
Conley, Robert R., MD, Professor 
Daoud, Sami Z., MD, Instructor 
Dickinson, Dwight, PhD, Assistant Professor 
Dixon, Lisa M., MD, Professor 


Ehrenreich, Mark, MD, Assistant Professor 

Elmer, Gregory I., PhD, Associate Professor 

Foster, Laura G., PhD, Assistant Professor 

Gandhi, Devang H., MD, Assistant Professor 

Giannandrea, Paul F., MD, Assistant Professor 

Glovinsky, David B., MD, Assistant Professor 

Gold, James M., PhD, Professor 

Goldberg, Richard W., PhD, Assistant Professor 

Goldman, Howard H., MD, PhD, Professor 

Green-Paden, Lisa D., MD, Assistant Professor 

Guidetti, Paolo, PhD, PharmD, Assistant Professor 

Hackman, Ann L., MD, Assistant Professor 

Hastings, Brian, MD, Assistant Professor 

Hill, Beada H., MD, Assistant Professor 

Himelhoch, Seth S., MD, Assistant Professor 

Hong, Liyi E., MD, Assistant Professor 

Jones, Jason E., MD, Assistant Professor 

Junginger, John, PhD, Associate Professor 

Kane, Robert L., PhD, Associate Professor 

Kaup, Bruce A., MD, Assistant Professor 

Kelly, Deanna L., PharmD, Assistant Professor 

Khazan, Tanya S., MD, Assistant Professor 

Kirkpatrick, Brian, MD, Professor 

Kiser, Laurel J., PhD, Associate Professor 

Koenig, James I., PhD, Professor 

Kreyenbuhl, Julie A., PhD, PharmD, Assistant Professor 

Lagana, Christine, PhD, Assistant Professor 

Lahti, Adrienne C., MD, Associate Professor 

Lari, Faye M., MD, Assistant Professor 

Lever, Nancy A., PhD, Assistant Professor 

Levy, Stevan, PhD, Assistant Professor 

Liberto, Joseph G., MD, Associate Professor 

Loreck, David, MD, Assistant Professor 

Luber, M. Philip, MD, Associate Professor 

Lucksted, Alicia A., PhD, Assistant Professor 

Mallott, David B., MD, Associate Professor 

McMahon, Robert P., PhD, Associate Professor 

McPeak, Amelia R., DO, Instructor 

Medoff, Deborah R., PhD, Assistant Professor 

Morris, Sarah E., PhD, Assistant Professor 

Munson, Robert C., MA, Instructor 

Nelson, Matthew, PharmD, Assistant Professor 

Ogunmefun, Melanie L., MD, Assistant Professor 

Osher, Fred C, MD, Associate Professor 

Owens, Celeste C, PhD, Instructor 

Perez-Madrinan, Gina M., MD, Assistant Professor 


Plaut, S. Michael, PhD, Associate Professor 
Postolache, Teodor T., MD, Associate Professor 
Potter, David T., MD, Instructor 
Prentice, Kristen J., PhD, Instructor 
Pruitt, David B., MD, Professor 
Rachbeisel, Jill, MD, Associate Professor 
Reed, Susan A., MS, Instructor 
Reeves, Gloria M., MD, Assistant Professor 
Regenold, William T., MD, Assistant Professor 
Roberts, Rosalinda, PhD, Professor 
Robinson, Charles T., MD, Assistant Professor 
Rogers, Kenneth M., MD, Assistant Professor 
Ruskin, Paul E., MD, Associate Professor 
Russo, Thomas P., PhD, Assistant Professor 
Schwarcz, Robert, PhD, Professor 
Schweitzer, Julie B., PhD, Assistant Professor 
Shepard, Paul D., PhD, Associate Professor 
Slade, Eric P., PhD, Associate Professor 
Smith, JuHe A., PhD, Assistant Professor 
Sokal, Joseph O., MD, Assistant Professor 
Summerfelt, Arm T., BA, Instructor 
Tagamets, Malle A., PhD, Assistant Professor 
Tang, Ching-Ling, MD, Assistant Professor 
Tenhula, Wendy N., PhD, Assistant Professor 
Thaker, Gunvant, MD, Professor 
Thompson, Donald, MD, Assistant Professor 
Vogel, Michael W., PhD, Associate Professor 
Weiler, Martin A., MD, Assistant Professor 
Weiner, Elaine E., MD, Assistant Professor 
Weintraub, Eric, MD, Associate Professor 
Weist, Mark D., PhD, Professor 
Welsh, Christopher, MD, Assistant Professor 
Whitefield, Steven G., MD, Assistant Professor 
Wonodi, Ikwunga, MBBS, Assistant Professor 
Wu, Hui-Qiu, PhD, Assistant Professor 
Zhang, Jian-Mm, MD, PhD, Assistant Professor 

Department of Radiation Oncology 

Professor and Chair 
William Regine, MD 

Amin, Pradip P., MD, Associate Professor 
Ampey III, Luther L., MD, Assistant Professor 
Balcer-Kubiczek, Elizabeth, PhD, Associate Professor 
Carney, James P., PhD, Assistant Professor 
Cheston, Sally, MD, Assistant Professor 


Deyoung, Chad M., MD, Assistant Professor 
D'Souza, Warren D., PhD, Assistant Professor 
Earl, Matthew A., PhD, Assistant Professor 
Farese, Ann M., MS, Research Associate 
Garofalo, Michael C, MD, Assistant Professor 
Kwok, Young, MD, Assistant Professor 
Linder, Jeanette A., MD, Assistant Professor 
Ma, Lijun, PhD, Associate Professor 
Macvittie, Thomas J., PhD, Professor 
Morgan, William F., PhD, Professor 
Naqvi, Shahid A., PhD, Assistant Professor 
Rhee, Juong G., PhD, Associate Professor 
Sarfaraz, Mehrdad, PhD, Assistant Professor 
Shepard, David M., PhD, Assistant Professor 
Smith, Leslie E., PhD, Research Associate 
Suntharalingam, Mohan, MD, Associate Professor 
Tomkinson, Alan E., PhD, Professor 
Wilson, Teresa M., PhD, Assistant Professor 
Wu, Xingen, PhD, Assistant Professor 
Yu, Cedric X., ScD, Associate Professor 

Department of Surgery 

Professor and Acting Chair 
Stephen T. Bartlett, MD 

Alaish, Samuel M., MD, Assistant Professor 
Alexander, Richard B., MD, Associate Professor 
Alves, Donald W., MD, Assistant Professor 
Babb, Kevin O., MD, Assistant Professor 
Barish, Robert A., MD, Professor 
Barrueto Jr., Fermin, MD, Assistant Professor 
Bass, Barbara L., MD, Professor 
Belleza, Walter 0., MD, Assistant Professor 
Benjamin, Marshall E., MD, Associate Professor 
Bochicchio, Grant V., MD, MPH, Associate Professor 
Bolgiano, Edward B., MD, Assistant Professor 
Brown, James M., MD, Associate Professor 
Browne, Brian J., MD, Professor 
Burrows, Whitney M., MD, Assistant Professor 
Busuttil, Steven J., MD, Assistant Professor 
Butler, Kenneth H., DO, Associate Professor 
Campos-De-La, Luis, MD, Assistant Professor 
Cardarelli, Marcelo G., MD, Assistant Professor 
Carlson, Drew E., PhD, Associate Professor 
Castellanos, Paul F., MD, Assistant Professor 
Chai, Toby C, MD, Associate Professor 


Cheanvechai, Vasana, MD, Assistant Professor 
Chiu, William C, MD, Associate Professor 
Cooper, Camell, MD, Associate Professor 
Corder, Robert F., MD, Assistant Professor 
Cort, Marcia A., MD, Assistant Professor 
Cotto-Cumba, Cynthia, MD, Assistant Professor 
Darlington, Daniel N., PhD, Associate Professor 
Euerle, Brian D., MD, Assistant Professor 
Farber, Donna L., PhD, Associate Professor 
Fitzpatrick, James L., MD, Assistant Professor 
Flanigan, John S., MD, Assistant Professor 
Flinn, William R., MD, Professor 
Formby, Charles C, PhD, Professor 
Foster III, Clarence E., MD, Assistant Professor 
Gaasch, Wade R., MD, Assistant Professor 
Gamliel, Ziv, MD, Assistant Professor 
Gammie, James S., MD, Assistant Professor 
Gann, Donald S., MD, Professor 
Gens, David R., MD, Associate Professor 
Geroff, Adam J., MD, Assistant Professor 
Goldberg, Nelson H., MD, Professor 
Gray, William C, MD, Associate Professor 
Griffith, Hartley P., MD, Professor 
Grundmann, Katherine, MD, Assistant Professor 
Haan, James M., MD, Assistant Professor 
Hadley, Gregg A., PhD, Associate Professor 
Hansen, Karen N., MD, Assistant Professor 
Henry, Sharon M., MD, Associate Professor 
Hill, John L., MD, Professor 
Hirshon, Jon Mark, MD, MPH, Associate Professor 
Hsu, Samuel S., MD, Assistant Professor 
Isabey, Agnes Marie, PhD, Assistant Professor 
Jackson, M Christine, MD, Assistant Professor 
Jacobs, Stephen C, MD, Professor 
Jarrell, Bruce E., MD, Professor 
Jerrard, David A., MD, Associate Professor 
Johnson, Steven B., MD, Professor 
Kim, Hyung T., MD, Assistant Professor 
Krasna, Mark J., MD, Professor 
Kuo, Dick C, MD, Assistant Professor 
Kwong, King F., MD, Assistant Professor 
Lawrence, Daniel A., PhD, Professor 
Ligon, Rhamin, MD, Assistant Professor 
Lilly, Michael P., MD, Associate Professor 
Martinez, Joseph P., MD, Instructor 
Mattu, Amal, MD, Associate Professor 


Mayo, Douglas D., MD, Instructor 

McPherson, Scott J., MD, Assistant Professor 

Militello, Philip R., MD, Assistant Professor 

Moayedi, Siamak, MD, Instructor 

Moesinger, Robert C, MD, Assistant Professor 

Moody-Antonio, Stephanie, MD, Assistant Professor 

Mount-Vamer, Geoffrey G., MD, MPH, Assistant Professor 

Napolitano, Lena M., MD, Professor 

Naslund, Michael J., MD, Professor 

Neschis, David G., MD, Assistant Professor 

O'Connell, Jeanne M., MD, Assistant Professor 

O'Connor, James V., MD, Associate Professor 

Park, Adrian E., MD, Professor 

Perpall Jr., Arthur E., MD, Assistant Professor 

Phelan, Michael W., MD, Assistant Professor 

Philosophe, Benjamin, MD, PhD, Associate Professor 

Pierson III, Richard N., MD, Associate Professor 

Pimentel, Laura, MD, Assistant Professor 

Poston Jr., Robert S., MD, Assistant Professor 

Prybys, Katherine, DO, Assistant Professor 

Reid, Maurice, MD, Assistant Professor 

Robinson, Darlene Y., MD, Assistant Professor 

Rogers, Robert L., MD, Assistant Professor 

Rolnick, Michael A., MD, Assistant Professor 

Rosenthal, Robert E., MD, Professor 

Roth, John S., MD, Assistant Professor 

Sawyer, Robert, MD, Associate Professor 

Scalea, Thomas M., MD, Professor 

Schenkel, Stephen M., MD, Instructor 

Schweitzer, Eugene J., MD, Professor 

Scott, David W., PhD, Professor 

Silverman, Ronald P., MD, Assistant Professor 

Sisley, Amy C, MD, MPH, Assistant Professor 

Sklar, Geoffrey N., MD, Associate Professor 

Slezak, Sheri, MD, Associate Professor 

Staecker, Hinrich, MD, PhD, Associate Professor 

Strauch, Eric D., MD, Assistant Professor 

Strickland, Dudley K., PhD, Professor 

Sun, Yan, PhD, Instructor 

Taylor, Rodney, MD, Assistant Professor 

Teague, Heidi M., MD, Assistant Professor 

Thrasher, Terry N., PhD, Professor 

Turner, Douglas J., MD, Assistant Professor 

Van Wie Jr., Donald F., DO, Instructor 

Voigt, Roger W., MD, Assistant Professor 

Wang, Jian-Ying, MD, PhD, Professor 


Winkles. Jef&ey A.. PhD. Professor 
Winters. Michael E.. MD. Instructor 
Witting. Michael D.. MD. Assistant Professor 
Wolf. Jefifrey. MD. Assistant Professor 
WiL Zhongjun. PhD. Assistant Professor 
Yepes. Manuel S.. MD. Assistant Professor 

Universitv Policv Statements 

Rights and Responsibilities for Academic Integrity 

The academic enterprise is characterized b>" reasoned discussion between student and teacher, a 
mutual respect for the learning and teaching process and intellectual honest}" in the pursuit of 
new knowledge. B\- tradition, students and teachers have certain rights and responsibilities that 
they bring to the academic communit>-. While the following statements do not imply a contract 
bet^veen the teacher or the institution and the student, they are nevertheless conventions that 
should be central to the learning and teaching process. 

I. Facult> Rights and Responsibilities 

A. Facult}" members shall share with students and administrators the responsibility.' for 
academic integrit}'. 

B. Facult}- members shall enjoy freedom in the classroom to discuss subject mauer 
reasonabh" related to the course. In turn, they have the responsibilit>" to encourage free and 
honest inquiry and expression on the part of students. 

C. Faculty members, consistent with the principles of academic freedom, have the 
responsibilit>- to present courses that are consistent with their descriptions in the catalog of the 
institution. In addition, facult>- members have the obligation to make students aware of the 
expectations in the course, the e\aluation procedures and the grading polic>-. 

D. Faculty." members are obligated to e\aluate students fairly, equitably and in a manner 
appropriate to the course and its objectives. Grades must be assigned without prejudice or bias. 

E. Facult}" members shall make all reasonable efforts to pre\ent the occurrence of academic 
dishonest}' through appropriate design and administration of assignments and examinations, 
careful safeguarding of course materials and examinations, and regular reassessment of 
evaluation procedures. 

F. When instances of academic dishonest}' are suspected, facult}' members shall have the 
responsibilit}" to see that appropriate action is taken in accordance with institutional regulations. 

II. Student Rights and Responsibilities 

A. Students share with facult}' members and administrators the responsibilit}' for academic 

B. Students have the right of free and honest inquin.' and expression in their courses. In 
addition, students have the right to know the requirements of their courses and to know the 
manner in which the}' will be evaluated and graded. 

C. Students have the obligation to complete the requirements of their courses in the time and 
manner prescribed and to submit to evaluation of their work. 

D. Students have the right to be evaluated fairly, equitabh' and in a timely manner 
appropriate to the course and its objectives. 


E. Students shall not submit as their own work any work that has been prepared by others. 
Outside assistance in the preparation of this work, such as librarian assistance, tutorial assistance, 
typing assistance or such special assistance as may be specified or appro\ed by the appropriate 
faculty members, is allowed. 

F. Students shall make all reasonable efforts to prevent the occurrence of academic 
dishonesty. They shall by their own example encourage academic integrit\' and shall themselves 
refrain from acts of cheating and plagiarism or other acts of academic dishonesty\ 

G. When instances of academic dishonest>' are suspected, students shall have the right and 
responsibility to bring this to the attention of the facult\' or other appropriate authoritv'. 

III. Institutional Responsibility 

A. Constituent instimtions of the University System of Mar\1and shall take appropriate 
measures to foster academic integrity in the classroom. 

B. Each institution shall take steps to define acts of academic dishonesty, to ensure 
procedures for due process for students accused or suspected of acts of academic dishonest}' and 
to impose appropriate sanctions on students found to be guilty of acts of academic dishonesty. 

C. Students expelled or suspended for reasons of academic dishonesty by any instimtion in 
the University System of Maryland shall not be admissible to any other System institution if 
expelled or during any period of suspension. 

(Approved Nov. 30, 1989, by the University System of Maryland Board of Regents.) 


No provision of this publication shall be construed as a contract between any applicant or student 
and the University of Maryland Baltimore. The University reserves the right to change any 
admission or advancement requirement at any time. The Universit>- further reserves the right to 
ask a student to withdraw at any time when it is considered to be in the best interest of the 
Admission and curriculum requirements are subject to change without prior notice. 

Eligibility to Register 

A student may register at the University when the folio v^-ing conditions are met: 

1 . the student is accepted to the University', 

2. the student has received approval from the unit academic administrator, and 

3. the smdent has demonstrated academic and financial eligibilit}-. 

Human Relations Code Summary 

The University of Marvdand Baltimore has a Human Relations Code for use by the entire campus 
community. The code represents the University-' s commitment to human relations issues. The 
specific purposes of the code include: 

1 . Prevention or elimination of unlawful discrimination on the basis of race, color, creed, 
sex, sexual orientation, marital status, age, ancestry or national origin, physical or mental 
handicap, or exercise of rights secured by the First Amendment of the U.S. Constitution; and 

2. Establishing a timely, effective grievance procedure as an alternative to more length)- 
formal processes for resolmion of human relafions issues. 


A Human Relations Committee was created to oversee the code. It is comprised of campus 
faculty, administrators and students and is advisory to the president of the campus. The 
committee may institute educational programs and provide an open forum on himian relations 
issues. In addition, the committee is charged with maintaining a mediation, investigation and 
hearing process for specific complaints of discrimination brought by students, faculty or staff. 
The code describes the particulars of the hearing process. It is the intent of the code to provide a 
grievance procedure for an individual on campus who wants a cross-section of the campus 
community to investigate and mediate a problem without having to resort to complaints to 
external agencies such as the Maryland Commission on Human Relations, complaints under 
personnel rules or lawsuits. 

Copies of the Human Relations Code are available in the dean's office, student affairs and 
USGA offices in the Baltimore Student Union, and the Human Resources Management and 
Affirmative Action offices in the Adminstration Building. 

Service to Those with Infectious Diseases 

It is the policy of the University of Maryland to provide education and training to students for the 
purpose of providing care and service to all people. The institution will employ appropriate 
precautions to protect providers in a manner meeting the patients' or clients' requirements while 
also protecting the interest of students and faculty members participating in the provision of such 
care or service. 

No student will be permitted to refuse to provide care or service to any assigned person in the 
absence of special circumstances placing the student at increased risk for an infectious disease. 
Any student who refuses to treat or serve an assigned person without prior consent of the school 
involved will be subject to penalties under appropriate academic procedures; such penalties to 
include suspension or dismissal. 

Confidentiality and Disclosure of Student Records 

It is the policy of the University of Maryland to adhere to the Family Educational Rights and 
Privacy Act (FERPA or Buckley Amendment). As such, it is the policy of the University: 

1 . to permit students to inspect their education records, 

2. to limit disclosure to others of personally identifiable information from education records 
without students' prior written consent, 

3. to provide students the opportunity to seek correction of their education records where 
appropriate, and 

4. to advise students they may file a complaint with the U.S. Department of Education to 
allege a failure by the University to comply with FERPA. 

Scheduling of Academic Assignments on Dates of 
Religious Observance 

It is the policy of the University of Maryland to excuse the absence(s) of students that result from 
the observance of religious holidays. Students shall be given the opportunity, whenever feasible, 
to make up, within a reasonable time, any academic assignments that are missed due to 
individual participation in religious observances. Opportunities to make up missed academic 
assignments shall be timely and shall not interfere with the regular academic assignments of the 


student. Each school/academic unit shall adopt procedures to ensure implementation of this 

Review of Alleged Arbitrary and Capricious Grading 

It is the policy of the University of Maryland that students be provided a mechanism to review 
course grades that are alleged to be arbitrary or capricious. Each school/academic unit shall 
develop guidelines and procedures to provide a means for a student to seek review of course 
grades. These guidelines and procedures shall be published regularly in the appropriate media so 
that all faculty members and students are informed about this policy. 

Position on Acts of Violence and Extremism that are Racially, Ethnically, Religiously or 
Politically Motivated 

The University System of Maryland Board of Regents strongly condemns criminal acts of 
destruction or violence against the person or property of others. Individuals committing such 
acts at any campus or facility of the University will be subject to swift campus judicial and 
personnel action, mcluding possible expulsion or termination, as well as possible state criminal 

Student Right to Know and Campus Security Act Request 

The Student Right to Know and Campus Security Act (Public Law 101-542), signed into federal 
law November 8, 1990, requires that the University of Maryland Baltimore make readily 
available to its students and prospective students the information listed below. 
Should you wish to obtain any of this information, please check the appropriate space(s), fill in 
your name, mailing address and UMB school name, print this form and send it to: 

University Office of Student Affairs 

Attn: Student Right to Know Request 
University of Maryland Baltimore 
Student Center at Pine Street 
222 N. Pine Street 
Baltimore, MD 21201 

Complete and return this portion 

Financial Aid 

Costs of Attending the University of Maryland Baltimore 

Refund Policy 

Facilities and Services for Handicapped 

Procedures for Review of School and Campus Accreditation 

Completion/Graduation Rates for Undergraduate Students 

Loan Deferral under the Peace Corps and Domestic Violence Services Act 

Campus Safety and Security 

Campus Crime Statistics